ABSTRACT
This chapter aims to provide the elements of planning a parental involvement in reading programme and to equip intending participants, particularly teachers, with the means of carrying it out. To gauge reading progress over time, hypothesising that parental involvement with accelerate performance. To measure the effects of a particular method within parental involvement in reading (PIR), perhaps to compare with another method on a different group of children. Open-ended routine provision of a PIR programme for target children with the possibility of later inclusion of other children or other classes. Use existing arrangements for parent-school contact as the context for deciding the most appropriate way of introducing the plans to parents and of gaining their support and involvement. Although training section refers to parents, the content and 'teaching procedures' are applicable to those teachers who will need training.
