Short- and long-term follow-up of parental involvement in reading projects

Parental involvement in children's reading has received considerable research and media attention over the last decade. This paper considers whether the gains on norm-referenced reading tests widely reported as a result of this activity are maintained over time. The rather limited previous research is reviewed and it is noted that most data relate to the ‘Paired Reading’ technique. Substantial new follow-up data with respect to this technique are reported from multi-site field trials in one education authority. The new data confirm the trend from the previous literature, i.e. that although there is a deceleration in reading test gains after the initial project period, nevertheless follow-up gain rates continue at above ‘normal’ levels and there is no evidence of ‘wash-out’ of intervention effects.