Primary school children who took part with their fathers in a simple literacy intervention promoted by the Fatherhood Institute (England), have been shown to have made better progress at reading, writing and numeracy.
An independent evaluation of the impact of the Fathers Reading Every Day programme on more than 300 children at nine south London schools, found that for children who participated in FRED there was marked improvement at above expected levels in reading, writing and numeracy, when compared to peers who did not take part.
Among participating children, two fifths (42%) made progress to a greater than expected extent in their reading (more than two sub-levels) compared to 11% among those children who did not take part.
More than a fifth (22%) of children participating in the intervention made progress in numeracy to a greater than expected extent, compared to 9% among those children who did not.
And a similar proportion (20%) of children who took part made progress in writing to a greater than expected extent, compared to 15% among non-participants.
Visit: http://www.fatherhoodinstitute.org/2014/evaluation-finds-that-fathers-reading-every-day-children-do-better/
