ABSTRACT
This chapter describes two attempts to capitalise on the advantages of both home and school for providing remedial help to children with difficulties in reading. The programme was based on a model of reading which stresses the importance of children extracting a sequence of cues from printed texts and relating these, one to another, so that they understand the precise message of the text. The Mangere Home and School Project introduced a home remedial reading tutoring programme to parents of eight 8 to 12 year old boys with reading deficits of two to five years. The child home-reading outcome data taken together with the parent behaviour data suggest a changed pattern of interaction to one which prompted increased independence of the child from the parent. Children's improved reading accuracy and marked increases in self-correction and prompted correction may both cue and reinforce parents for correctly implementing the tutoring programme.
