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

Full text not available in this repository.Request a copy from the Strathclyde author

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.