Reading Together® Te Pānui Ngātahi

Robinson, Hohepa, and Lloyd (2009) observe that the workshops’ design helps parents and whānau:

• develop an understanding of the reading process and how children learn to read

• learn useful strategies to support their children’s reading at home

• reflect on and discuss their experiences [of supporting their children] …

• access and select reading material at the right level for their children from school and local libraries” Mātauranga

Reading Together® is a proven programme that has a high impact on parents, children, school leadership, teachers, and the wider community (Robinson et al., 2009). From participating in Reading Together® multiple valued outcomes occur for children, parents and whānau as well as for school and library communities.

Te Tāhuhu o te Mātuauranga – Ministry of Education wished to capture the valuable learnings from 38 years of previous research and evaluation to support revitalised implementation of the programme. We were commissioned to develop a Reading Together® Te Pānui Ngātahi summary of evaluations and implementation as part of the Iterative Best Evidence Synthesis (BES) Hei Kete Raukura reporting. The report will help assist programme delivery over the coming four years.
The analysis of the research reports used an evidence-based policy approach coupled with a Māori potential approach and systems-thinking framing.

The report: 

• Builds a case for why Reading Together is needed provides strong evidence of positive outcomes from parents, children and schools participating in Reading Together describes ways schools can implement Reading Together successfully reviews Government and national-level systems and their impact on delivery of Reading Together

• This project was unique. It is not often we get the chance to review programme delivery over decades. This research offers valuable insight for others implementing programmes both within an education setting and in other settings where relationship building is essential

• Kinnect Group members at times have longstanding relationships with programmes. Judy Oakden and Nan Wehipeihana evaluated this programme on two separate occasions between 2009 and 2021, as well as providing advice on scaling up in 2010, and Judy and Kellie Spee undertook this most recent synthesis process, with a peer review from Nan. 

To ensure use of the findings by a wide range of readers, as well as a substantial summary report we developed four communication tools to highlight key findings.

Read the Summary report here:

View the Infographics:

A3 Why Reading Together® Te Pānui Ngātahi?
A3 Voices from Reading Together® Te Pānui Ngātahi
A3 Reading Together® Te Pānui Ngātahi: Success factors for high-impact implementation through school-whānau/parent partnerships