How should Parental Involvement in the Teaching of Reading be Evaluated?

Abstract

The various forms of PITR (parental involvement in the teaching of reading) which have recently emerged have generally been evaluated in terms of effects on children's reading test performance. Three problems are identified. First, few such evaluations have overcome a basic difficulty of research design in this field, viz. given a set of test scores for children in a PITR programme, to what should they be compared? Second, the validity of the psychometric approach depends upon how performance on particular reading tests relates to the form of PITR being investigated and to reading activity in general. Third, experimental and quasi‐experimental approaches may not be the most appropriate method of evaluation at this stage in the development of practice. Alternative approaches to evaluation have not been much tried but it is argued that they be taken more seriously. Quantitative and qualitative techniques are both possible. Particular attention should be paid to the issues of take‐up of PITR programmes, analysing implementation processes, and studying teachers’ and parents’ views. Finally, the question of what should be done next is considered.