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The evidence about the benefits of parents being involved in their children’s education in general, and their children’s literacy activities in particular, is unequivocal. For example, research shows that parental involvement in their children’s learning positively affects the child’s performance at school, both in primary (Jeynes, 2005) and secondary school (Jeynes, 2007). The impact is the same regardless of ethnic background, family income, maternal level of education, or child’s gender (Deaher et al., 2006; Jeynes, 2005). There are also numerous studies that have shown that children who grow up in a stimulating home environment – one which has a great emphasis on learning opportunities – do better academically, regardless of socio-economic background (e.g. van Steensel, 2006). According to Desforges and Abouchaar (2003), "parental involvement has a significant effect on children’s achievement and adjustment even after all other factors (such as social class, maternal education and poverty) have been taken out of the equation between children's aptitudes and their achievement".

In addition to higher academic achievement and greater cognitive competence, parental involvement leads to greater problem-solving skills, greater school enjoyment, better school attendance, fewer behavioural problems at school, and greater social and emotional development (Melhuish, Sylva, Sammons et al., 2001).