Research and Early Reading Connects
In the past three decades, several strands of research have produced extensive and unequivocal evidence justifying a focus on the family, with a particular emphasis on early years, if wanting to influence literacy standards. These research findings underpin Early Reading Connects.
Parental involvement in their child’s literacy practices positively affects children’s academic performance and is a more powerful force for academic success than any other family background variables, such as social class, family size and level of parental education. Parents are a child’s first educator. A child’s family and home environment has a strong impact on their child’s language and literacy development, and educational achievement.
The earlier parents become involved in their children’s literacy practices, the more profound the results and the longer-lasting the effects. It is too late if we wait until children start school to become partners in their learning. The impact a parent can have is stronger during the child’s early years but continues throughout their school years. Early intervention is crucial and it is in families that learning begins.
Research can be useful when applying for funding or trying to increase your budget, as it can go some way to proving the impact that Early Reading Connects can have.
