• If you are citizen of an European Union member nation, you may not use this service unless you are at least 16 years old.

  • You already know Dokkio is an AI-powered assistant to organize & manage your digital files & messages. Very soon, Dokkio will support Outlook as well as One Drive. Check it out today!

View
 

Research on Reading

Page history last edited by Keith Schoch 12 years, 10 months ago

 

Highlights from Research on Reading  

 

For specific "how-to" advice on making the reading connection with your child, check out the article titled "Encouraging a Child to Read."  I also offer the following research findings on reading which you might find interesting:

 

 

  • The volume of independent, silent reading students do in school is significantly related to gains in reading achievement.
    Source: Cunningham, A., & Stanovich, K. (1996). "What Reading Does for the Mind." American Educator, 22: 8-15.

  • Increased frequency, amount, and diversity of reading activity increases reading achievement.
    Source: Guthrie, J.T., Van Meter, P., McCann, A. Wigfield, A., Bennett, I., Poundstone, C., Rice, M., Faibisch, F., Hunt, B., & Mitchell, A. (1996). "Changes in Motivations and Strategies during Concept-Oriented Reading Instruction." Reading Research Quarterly, 31: 306-322.

  • Increased time for reading consistently produces greater gains in achievement in lower- achieving students.
    Source: Keisling, H. (1978). "Productivity of Instructional Time by Mode of Instruction for Students of Varying Levels of Reading Skill. Reading Research Quarterly, 13: 554-582.

  • Increasing the amount of silent reading volume is the most obvious strategy for improving reading achievement.
    Source: Leinhardt, G., Zigmond, N., & Cooley, W. (1981). "Reading Instruction and Its Effects. American Educational Research Journal, 18(3): 343-361.

  • "Reading a lot" is one of the most powerful methods of increasing fluency, vocabulary, comprehension, and becoming educated about the world.
    Source: Stanovich, K. (1993). "Does Reading Make You Smarter? Literacy and the Development of Verbal Intelligence." In Reese, H. (Ed.) Advances in Child Development and Behavior, Vol. 25. San Diego, CA: Academic Press.

  • The best strategy for developing comprehension is for teachers to require students to read a significant amount of age-appropriate materials.
    Source: Honig, B. (1996). Teaching Our Children to Read: the Role of Skills in a Comprehensive Reading Program. Thousand Oaks, CA: Corwin Press.

  • Independent reading is a major source of reading fluency.
    Source: Allington, R. (2001). What Really Matters for Struggling Readers: Designing Research-based Programs. New York: Addison-Wesley Educational Publishers.

  • Providing time for independent reading in schools has a positive impact on reading comprehension, vocabulary development, spelling, written style, oral/aural language, and control of grammar.
    Source: Krashen, S., (1993). The Power of Reading: Insights from the Research. Englewood, CO: Libraries Unlimited.

  • Students who read actively and frequently improve their comprehension of text as a consequence.
    Source: Cipielewski, J., & Stanovich, K. (1992). "Predicting Growth in Reading Ability from Children's Exposure to Print." Journal of Experimental Child Psychology, 54: 74-89.

  • Independent reading is a major source of vocabulary growth.
    Source: Nagy, W., & Anderson, R. (1984). "How Many Words are There in Printed School English?" Reading Research Quarterly, 19: 304-330.

  • Because time spent reading is tied to reading and writing competence, many students who do not read in their free time often eventually lose academic ground even if they are not initially remedial readers.
    Source: Mullis, I., Campbell, J. & Farstrup, A. (1993). NAEP1992: Reading Report Card for the Nation and the States. Williams, DC: U.S. Department of Education.

  • The highest achievers in 5th grade classrooms are likely to read over 200 times as many minutes per day (21 minutes) as the lowest achievers.
    Source: Anderson, R., Wilson, P., & Fielding, L. (1988). "Growth in Reading and How Children Spend Their Time Outside of School." Reading Research Quarterly, 23: 285-303.

  • Students who participate in independent reading in school are more likely to read outside of school.
    Source: Pilgreen, J. & Krashen, S. (1993). "Sustained Silent Reading with English as a Second Language High School Students: Impact on Reading Comprehension, Reading Frequency, and Reading Enjoyment." School Library Media Quarterly, 22: 21-23.

  • The frequency with which students read in and out of school depends upon the priority the classroom teacher gives to independent reading.
    Source: Anderson, R., Fielding, L., & Wilson, P. (1986). The Contexts of School-Based Literacy.

  • The love of reading is one of forty necessary developmental assets-building blocks for human development-that help young people to succeed in life.
    Source: Benson, P.L., Galbraith, M.A., & Espeland, P. (1998). What Kids Need to Succeed. Minneapolis, MN: Free Spirit Publishing.

 

(Taken from Kids Who Read Succeed by Linda Cornwell)

 

Return to Parents Page

 

Return to Main Page

 

Go to Site Index


 

Comments (0)

You don't have permission to comment on this page.