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Parental involvement in childrens reading: Does the frequency of paired reading sessions matter?

Boyle, James and Robertson, G. (2003) Parental involvement in childrens reading: Does the frequency of paired reading sessions matter? In: Proceedings of the British Psychological Society. British Psychological Society. ISBN 1350-7472X

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Abstract

Boyle demonstrates that interventions in three paired reading sessions a week is just as effective for struggling pupils as is five sessions: in both cases significant progress can be made. Intervention just once or twice a week has no impact at all.

Item type: Book Section
ID code: 1669
Keywords: reading, paired reading, parent involvement, school, children, Theory and practice of education, Literature (General), Child Health. Child health services
Subjects: Education > Theory and practice of education
Language and Literature > Literature (General)
Medicine > Pediatrics > Child Health. Child health services
Department: Faculty of Humanities and Social Sciences (HaSS) > School of Psychological Science and Health > Psychology
Related URLs:
Depositing user: Strathprints Administrator
Date Deposited: 19 Oct 2006
Last modified: 06 Sep 2014 03:37
URI: http://strathprints.strath.ac.uk/id/eprint/1669

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