Paired Reading: A powerful technique for parent use

Abstract

inforced in many countries by legisla tion which gives parents the right to be so involved. Some teachers are very doubtful about these trends, resenting what they see as parental interference in school business, and are perhaps worried that misguided parents might harm their children's development. However, most teachers increasingly view par ents as part of the solution rather than part of the problem, and are exploring ways in which teachers can use their professional expertise to guide parents into suitable methods for helping ac celerate their children's educational progress. An ideal vehicle for such an exercise is Paired Reading. Why a particular technique? Research in the United Kingdom has shown that whether or not parents hear their children read at home is the ma jor factor in children's reading pro gress, irrespective of socioeconomic status and a range of other variables (Hewison and Tizard, 1980). There is also evidence that even without train ing or guidance, most parents help their children with reading at home in a sensible way (Hannon, Jackson, and Weinberger, 1986). These authors found considerable similarities be