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Abstract
A great deal of research has been reported in Australia, Great Britain and the USA on the participation of parents in children's education. This review focuses specifically on the learning of reading in the primary school, and the effects of various forms of parental participation on its effectiveness.
Studies on parental participation fall generally within three categories: (1) descriptions of parental involvement programmes; (2) studies of the attitudes of parents, teachers and teacher educators to such programmes and (3) studies of the outcomes that result from parental participation, particularly in the area of academic achivement. The focus of this review is on studies in the third category. Several methods of implementation are identified, based on different views about the role of parental participation. Major research studies described include the Dagenham study, the Haringey experiment, the Bellfield study and several projects involving Hannon in Great Britain, a project by Siders and Sajeski in the USA, and another by Share in Australia.