The influence of paired reading on the relationship between the parent and the child with a reading disability

Abstract

The quality of parent-child relationships plays an essential role in the socio-emotional development of children. It often happens that problems, like reading disabilities, impede parent-child relationships. This article attends to the problems that may occur in these relationships. The interaction between parents and their children is investigated within the context of paired reading, to ascertain whether paired reading influences these relationships. The conclusion is that parents perform a key role in the application of paired reading: If parents adhere closely to the guidelines of the technique, the relationship between the parents and the child with a reading disability will improve.

Key Words: Paired reading, reading disabilities, parent-child relationship, socio-emotional development

Journal for Language Teaching Vol.38(2) 2004: 185-196