A study carried out by Faculty researchers on shared reading practices in kindergartens has informed changes to a district-level reading programme. The original study, conducted with kindergarten classes over several years, examined how home reading routines relate to children's early literacy development. Its findings on the value of consistent, low-cost reading routines were shared with schools and, subsequently, with a district education office considering how to support literacy among families with limited access to books at home. Working with the research team, the district revised its reading programme to place greater weight on regular, low-key parent contact rather than occasional large events, and to prioritise take-home book schemes over one-off workshops. The change illustrates how research conducted within the Faculty can move beyond publication to inform practice at district level, and reflects an ongoing interest among Faculty researchers in maintaining links with schools and district partners after a study has concluded.
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From Classroom to Policy: How a Faculty Study Changed a District's Reading Programme
From findings to programme
The district's original reading programme centred on termly parent workshops. Following discussion with the research team, it was revised to prioritise a take-home book scheme and regular, brief contact with parents through the school year, in line with the study's findings on what sustains family engagement with reading over time.
Research does not always change practice quickly, and it should not be expected to. What mattered here was a willing partner and enough time to have an honest conversation about what our findings did, and did not, show.
Dr Cheung
Associate Professor, Department of Early Childhood Education