P.A.I.R. has been created around the latest local and international research. It is built on the core premise that parents who regularly read aloud to their young child can dramatically improve the child’s literacy skills. The research in this area is overwhelming.
In the words of this research partnership, this research explored “the connections between parents reading to their children and their child’s later reading and other cognitive skills.”
It found … “The frequency of reading to children at a young age has a direct casual effect on their schooling outcomes regardless of their family background and home environment.”
It also found … “Children read to more frequently at age 4-5 achieve higher scores on the National Assessment Program – Literacy and Numeracy (NAPLAN) tests for both Reading and Numeracy in Year 3 (age 8 to 9).”
“Fifteen-year-old students whose parents often read books with them during their first year of primary school show markedly higher scores in PISA 2009 than students whose parents read with them infrequently or not at all.”
They also stated … “The performance advantage among students whose parents read to them in their early school years is evident regardless of the family’s socio-economic background.”
But there is more to it than that! It is not just how often you read aloud, but how you read aloud according to Duursma, Augustyn & Zuckerman (2008) in Reading aloud to children: the evidence …
“… The type of conversations adults and children have during shared book-reading, as well as the emotional quality of the interactions and the discussions related to print are even more important. It is not sufficient to simply read a text aloud in order to encourage children to learn from being read to.”
Parent Assisted Immersive Reading provides parents with the scaffolding, where, over time, they can develop new skills that can be used to improve their child’s reading.