Reading aloud to children: the evidence

Reach Out and Read National Center, Boston, MA, USA.
Archives of Disease in Childhood (Impact Factor: 2.91). 08/2008; 93(7):554-7. DOI: 10.1136/adc.2006.106336
Source: PubMed
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Available from: Elisabeth Duursma, Apr 04, 2014
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    • "Backed up by a wealth of studies (e.g., Bus, 2001; DeBaryshe, 1995; Duursma et al., 2008; Hart & Risley, 2003; Sénéchal, 2000), most parents in Western countries are aware of the need for verbal interaction from Learning and Individual Differences 36 (2014) 69–75 ⁎ Corresponding author at: Wassenaarseweg 52, 2333AK Leiden. "
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    ABSTRACT: At the birth of their child, parents living in areas where BookStart has been adopted receive a Package containing a baby book, a CD, and a flyer about book sharing. In this study we tested whether this extensive, nation-wide intervention is a stimulus for language development. Three hundred and fifty-nine ‘BookStart families’ were compared with 225 control families. Assessments took place when the infant was 8 months old, and 7 months later. The overall effects of BookStart on language development at 15 months were small (d = 0.05) but moderately high (d = .46) in a sub-sample of temperamentally highly reactive children (25% of the sample). Findings were in line with the differential susceptibility model. A reactive temperament proved a risk factor for language development, due to low verbal stimulation from parents in the first years, but an asset when parents increased verbal parent-child interaction under the influence of BookStart.
    Learning and Individual Differences 11/2014; 36. DOI:10.1016/j.lindif.2014.10.008 · 1.58 Impact Factor
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    • "Children who are read to in their preschool years are more likely to learn to read on schedule in school. Although reading aloud is also a marker for more educated parents and more generally literacy-rich environments, the amount of time children spend listening to books being read aloud is clearly associated with their language skills at school entry, and reading aloud in the preschool years is associated with childhood literacy acquisition [20] [21]. After controlling for family education and socioeconomic status, the literacy qualities of a child's home are associated with language skills [22] [23]. "
    Advances in Pediatrics 01/2009; 56:11-27. DOI:10.1016/j.yapd.2009.08.009
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    ABSTRACT: Drawing on two unique German datasets, we explore the possible short- and long-term effects that reading aloud in early childhood has on children’s language abilities, their reading behavior, and their school marks in kindergarten and at the end of both primary and secondary school. By applying propensity score matching, we found a positive effect of reading on the language abilities of preschool children and of students at the end of primary school. Additionally, a high frequency of reading to children in early childhood positively affects their own reading behavior. However, differences in reading in early childhood appear to be unrelated to school marks in the subject of German language at the end of primary school. Furthermore, we found no long-term effects of reading among secondary school leavers. Overall, our results confirm positive immediate and mid-term effects, but hardly any long-term effects, of reading to children during their early childhood.
    Child Indicators Research 06/2012; 6(2). DOI:10.1007/s12187-012-9174-2 · 0.96 Impact Factor
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