ABSTRACT
This chapter aims to investigate three aspects of a Home-reading project; the benefits to be derived from a short-term, low-level intervention; the relative superiority of any one of three methods of parental involvement to be used; and the practicalities of including children of non-English-speaking parents. On cessation of home reading a questionnaire was issued to parents to investigate the perceived usefulness of various components of the project and thereby provide information for future research. Information concerning parents' implementation of the methods was gained from checklists administered at home-visit sessions. This indicated that in all but one case of Paired-reading Method and two cases of Linguistic Method parents had quite independently adopted methods approximating closely to the simplest method of hearing their children read aloud. Results from the Reading-aloud Method subgroup were not included in the statistical analysis, but these children appeared to derive no less benefit than the other children in the study.
