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Heard Their Children Read: Hewison and Tizard found that the home background factor most strongly associated with reading attainment was whether or not parents regularly heard their children read. Not, notice, whether parents read to their children, but whether they assumed what has traditionally been regarded as a teaching role, by actually listening to their children reading.
The emergence of this particular factor as significantly more important than any other they had looked at was unexpected, even for the reseachers themselves.
The main findings were not unexpected. Every parent interviewed had heard about the school scheme from teachers or their children, and were making an effort to hear their children read at home. It was always the mother who heard the child regularly (at least three times a week), although all the fathers participated. In all but one family others, including older brothers and sisters, grandparents and close family friends, were involved. The parents also said that they had positive regular contact with the school.
However, it would have been ethically unacceptable, to both teachers and parents, to include such a condition. Again, Jenny Hewison and Jack lizard6 clearly demonstrated, in a working-class area, that up to 50 per cent of parents already hear their children read on a regular basis which would mean that, even in the control groups, many children would have been heard reading at home. Thus these control groups could not strictly be compared with experimental groups where parents were being asked to hear their children read. For these kinds of reasons it is difficult to claim with certainty that it was the fact of parents hearing their children read at home which caused the improvement in reading standards in the Haringey Project. (See references 2 and 7 for fuller discussion.)
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