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

James Boyle, G. Robertson

Research output: Chapter in Book/Report/Conference proceedingChapter

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.
Original languageEnglish
Title of host publicationProceedings of the British Psychological Society
Number of pages4
Volume11
Edition1
Publication statusPublished - 2003

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pupil

Keywords

  • reading
  • paired reading
  • parent involvement
  • school
  • children

Cite this

Boyle, J., & Robertson, G. (2003). Parental involvement in childrens reading: Does the frequency of paired reading sessions matter? In Proceedings of the British Psychological Society (1 ed., Vol. 11)
Boyle, James ; Robertson, G. / Parental involvement in childrens reading: Does the frequency of paired reading sessions matter?. Proceedings of the British Psychological Society. Vol. 11 1. ed. 2003.
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Boyle, J & Robertson, G 2003, Parental involvement in childrens reading: Does the frequency of paired reading sessions matter? in Proceedings of the British Psychological Society. 1 edn, vol. 11.

Parental involvement in childrens reading: Does the frequency of paired reading sessions matter? / Boyle, James; Robertson, G.

Proceedings of the British Psychological Society. Vol. 11 1. ed. 2003.

Research output: Chapter in Book/Report/Conference proceedingChapter

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KW - school

KW - children

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Boyle J, Robertson G. Parental involvement in childrens reading: Does the frequency of paired reading sessions matter? In Proceedings of the British Psychological Society. 1 ed. Vol. 11. 2003