Impacto ambiental

School-based studies have highlighted a correlation between participation in home- reading programmes and typical pupils’ improved reading attainment (Hewison and Tizard, 1980), improved reading rate test scores (Kelly-Vance and Schreck, 2002) and improved reading fluency (Hindin and Paratore, 2007). Studies have also indicated that parent-child book-sharing can improve parent-child interaction, encourage the development of the child’s joint attention and social skills, and enhance language development (Vandermaas-Peeler et al, 2012). Most studies have focused on mainstream nurseries and schools (e.g. Al-Momani, Ihmeideh and Abu Naba'h, 2008; Hewison and Tizard, 1980; McNaughton et al, 2010) and those that included children who were identified as ‘underperforming’ in reading (e.g. Kelly-Vance and Schreck, 2002) have not mentioned pupils with autism or other special needs in particular. Since autism can have a significant impact on a pupil’s ability to learn and on their relationship with parents and teachers (Dillenburger et al, 2010), it is unknown whether the findings of other home-school reading studies should be applicable for children with autism. However, the other studies are useful in providing models for research and identifying practical issues in project organisation.

40 Several studies undertaken in mainstream schools indicate the importance of what the school does in setting up home-school reading programmes (Fletcher, Greenwood and Parkhill, 2009; Macleod, 1995). Teachers should be clear about what they expect parents to do. This involves providing sufficient initial training and regular liaison with parents so that approaches can be adapted as the children progress or as difficulties are encountered (Al-Momani, Ihmeideh and Abu Naba'h, 2008; Weinberger, 1988). Goddard-Tame (1986) brings to light the potential for deeply embedded attitudes about the roles of home and school in quoting a teacher saying, “I don’t mind [parents] hearing reading practice, but basic teaching must be done by an expert” (Goddard-Tame, 1986:88). Two decades later, in a study carried out by McNaughton et al. (2010) both teachers and parents saw the parents’ role as one of providing support rather than teaching and very little in the way of strategies were shared between home and school. This study would not be about ‘hearing reading practice’ since very few of the children are at a stage where they can read aloud. More important is generalisation of similar skills and approaches from school to the home setting. Parents would need to use similar activities and teaching strategies as their child’s teacher uses and be introduced to these methods at parent workshops and supported to practise these approaches with their children during the programme.

Macleod (1995) makes the important point that teachers should take account of what is important to parents in teaching their children to read. She describes the uniqueness of the parent-child relationship and how parents may value being able to share a mutually pleasurable experience with their child, rather than being concerned with the reading progress which teachers might measure. This is a particularly poignant issue when considering the possible views of parents with children with autism, where the parent-child relationship will be affected by the child’s difficulties in social communication and interaction (Glazzard and Overall, 2012; Wing, 1996). Teachers must also consider parents’ views regarding the purpose of education for their autistic child (Ivey, 2004) so that learning activities are framed within the context of educational goals that can be agreed by both teachers and parents. Some children with autism may never learn to read or enjoy books. However, they may develop the skills to recognise important words on labels or signs which is an important life-skill, and which parents

41 may value when their child seeks a greater degree of independence in adolescence or adulthood (Wittemeyer et al, 2011).

Some studies have highlighted problems relating to resources. McQuillan and Au (2001) studied the effects of access to print, their findings indicating that neurotypical pupils who do not have access to plentiful books or other types of print on topics of interest are less likely to read frequently and their rates of progress in learning to read tend to be lower. In the current study, this is a potential issue in both the home and school environments since families may not have these resources and books are not often left out in classrooms in Cherrycroft School because of the likelihood of them being thrown, torn or chewed by children who do not yet know how to treat them appropriately. Indeed, some families might refuse to have school library books or reading scheme books sent home for fear of them being damaged by their child and having to pay for new ones. In a survey of headteachers carried out by Brent Learning Resources Services (1988), additional wear and tear on books and resources used for home-school reading was considered a negative factor in setting up home-school reading programmes. Given that the potential for damage is greater with children with autism and there will need to be accompanying props and toys as well as books, I considered asking the school’s Friends’ Association for money towards buying additional resources for the home- school reading programme should they be needed.

The impact on staff

The time and effort required of staff in implementing a home-school reading programme is another factor which requires consideration (Kelly-Vance and Schreck, 2002). My colleagues in Cherrycroft Senior Leadership Team (SLT) expressed support for the study and gave me permission to present the study proposal to all staff at an INSET day in October 2013. This was to provide teachers and teaching assistants with the background theory, the purposes of the study and an understanding of how it fits into the School Development Plan (SDP). As head of the research study and a member of the SLT, I was aware of the ‘differential power relationship’ (Oliver, 2003:18) between myself and the participants and the potential for bias in the research because of my position (Dobbins and Abbott, 2010). The study was driven by the SDP and my belief that home-school reading would ultimately be beneficial for all involved (children, parents

42 and teachers), based on evidence from other work in similar fields. The difference here was that a great deal of work would need to be done by the participants to find their way through unchartered territory. There were no guidelines as to how to make this work successful with children with autism. Not only would they have to persevere in carrying out the work, but they would also have to chart their experiences so that vital data could be produced. I would need to be careful that participants did not feel under pressure to agree to the work simply because I was in position of authority in the school. Oliver (2003) warns that if participants feel they are gaining something from the researcher, they may feel obliged to agree to things so as not to lose favour. Similarly, parents may feel they would win favour of school staff by participating and teachers may feel obliged to work hard on the project to get a ‘good name’ in the eyes of the SLT. For these reasons, I had to be careful not to enforce any particular rules on programme participants. Instead I issued guidelines such as changing home reading activities on a weekly basis and encouraging adult participants to make short home and school videos in week 1, week 6 and week 12 of the programme. However, if these suggestions were not adhered to, I was happy to accept whatever participants had managed to do. All contributions to the project data were acknowledged gratefully and all efforts would be praised, whether success was evident or not.