Facts: Research Findings in Reading

The U.S. Department of Education Commission on Reading reported that of all the ways children spend leisure time, "average minutes per day reading books was the best predictor of reading comprehension, vocabulary size and gains in reading achievement between the second and fifth grades." (Becoming a Nation of Readers, U.S. Department of Education Commission on Reading, 1988)

"At all three grades (fourth, eighth, and twelfth) in 1998, students who reported talking about their reading activities with family or friends once or twice a week, or at least monthly, had higher average reading scores than students who reported doing so rarely or never." (1998 Reading Report Card, NAEP, U.S. Department of Education, 1999)

"The amount of voluntary out-of-school book reading that students report is positively related to their achievement levels." (How In the World Do Students Read, The International Association for the Evaluation of Educational Achievement, 1992)

In Becoming a Nation of Readers, it was noted that reading motivation activities, books in the home, leisure reading and parent involvement were among the best ways to help children become fluent, able readers. The report acknowledged that the process of learning to read can be tedious, and advises that children should be given opportunities to experience the fun of reading. (Becoming a Nation of Readers, U.S. Department of Education's Commission on Reading, 1988)

Studies by the National Assessment of Educational Progress have consistently found that the more reading material available in the home, the better students' reading levels are likely to be. 

"Researchers have described motivation as the 'skill and will' to learn. According to the latest theories of metacognition, students' expectations regarding success and failure dictate the amount of effort they put into an activity. Students' level of motivation also depends on how much meaning an activity has for them in their everyday lives and how clearly they understand what is expected of them ... Letting students pick their own books, or teaching them how to select an appropriate book may also help develop motivation." (EdTalk: What We Know About Reading Teaching and Learning, Council for Educational Research and Development, August 1996)

Opinions: What the Experts Have to Say

 "Nothing is more important in helping children become readers than reading books aloud with them." (Helping Your Child Become A Reader, U.S. Department of Education, January 2000.)

"Children must have access to books if they are to read. But books in themselves are simply not enough. Children also need to have a caring adult read to them and talk to them, preferably every day." (Starting Out Right: A Guide to Promoting Children's Reading Success, National Research Council, National Academy Press, 1999.)

"Knowledge about and love for literacy can develop only through experience. Children should own books, should have access to books in their preschool and primary classrooms, should be read to often, and should see others reading and writing." (Starting Out Right: A Guide to Promoting Children's Reading Success, National Research Council, National Academy Press, 1999.)