Parental involvement in reading progress

David L. Share, Anthony F. Jorm, Russell Matthews, Rod Maclean

Research output: Contribution to journalArticlepeer-review


The nature and role of parental assistance with reading progress was investigated in a large representative sample of grade 2 children (aged 7–8). A consistent pattern of negative correlations between measures of parental assistance and reading achievement suggested that the role of this help is largely remedial, with the poorer readers receiving the greater help. Furthermore, parental help appeared to have no effect on progress during grade 2. 1987 Australian Psychological Society

Original languageEnglish
Pages (from-to)43-51
Number of pages9
JournalAustralian Psychologist
Issue number1
StatePublished - Mar 1987
Externally publishedYes

ASJC Scopus subject areas

  • Arts and Humanities (miscellaneous)
  • General Psychology


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