ABSTRACT
ABSTRACT. There is a body of literature suggesting that involving parents in their children's education is an effective strategy for children at risk of reading failure. In a pretest/posttest control group design, parents in an experimental group received reading materials and were trained on techniques to stimulate their child during paired reading at home, while a control group only received materials. Reading and general academic abilities were preand posttested, as well as phonological awareness and self-concept. The results show statistically significant gains in general academic abilities and phonological awareness in favor of the experimental group, while no significant gains were noted in reading abilities and selfconcept. This report discusses the factors which could explain those results.
