• ISSN 0155-0640
  • E-ISSN: 1833-7139
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Parents have considerable influence on their children’s learning in the processes of general socialization. Much of this learning is relevant to school learning and differences between families in these matters can cause substantial differences in children’s school achievements. This applies to children’s learning to read. Systematic studies have shown that schools can have considerable success in involving parents in assisting the reading development of low competence readers by using simple techniques of modelling and reinforcement which are part of parents’ general socialization skills. These studies are reviewed.

The implications of the “natural learning approach” for home-reading programs is analyzed – and relevant literature is examined to portray two further approaches:

a) schools involving parents in activities which are Generally supportive of their children’s reading development;

b) parents being trained to develop their children’s cognitive/reading skills during reading episodes.

These models have not yet been systematically evaluated.


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