Posts Tagged ‘ reading ’

New Study Reveals Reading Aloud to Kids Does Matter

Thursday, January 8th, 2015

Parents may think twice about skipping nighttime stories aloud after learning the results of Scholastic’s latest study, the fifth edition of the Kids & Family Reading Report.

The biannual national survey examined a child’s reading behavior and attitude toward reading. The updated survey included 2,558 parents and children (between the ages of 0 and 17). Study results determined early literacy was important, especially when parents read aloud to their children during their first five years.

More than half the children ages 0 to 5 (54 percent) were read aloud to at home between 5 and 7 days a week. The number declined to 34 percent when kids were ages 6 to 8, and then 17 percent when kids were ages 9 to 11. Although most parents (86 percent) acknowledged the importance of reading and wanted their children to enjoy reading for fun, most parents had stopped reading aloud to their kids once they could read independently. But 40 percent of children ages 6 to 11 actually wished their parents still read aloud to them.

Researchers also explored how a child’s reading patterns later in life, whether they would become frequent or infrequent readers. Frequent readers included children who read for fun 5 to 7 days a week while infrequent readers read less than once a week. For older kids, especially boys, reading enjoyment also dropped after the age of 8 because of interest in other activities. But for kids between ages 6 to 17 who were frequent readers, several factors contributed to their love for reading, which included having parents who were frequent readers and who read aloud to them often, starting at an early age.

The findings also concluded that independent reading at school is crucial. 52 percent of children surveyed said reading independently at school was one of their favorite parts of the day. And reading time at school was especially important for children from low-income families, with 61 percent of children (between ages 6 to 17) from low-income households saying they read books for fun mostly in school.

So how can parents instill a lasting love of reading in their children? Lead by example early on! If you introduce books at an early age, your child will know you’re an avid reader and she’ll likely mirror your behavior. Reading is also the key to improving vocabulary and inspiring imagination, so why not encourage consistent reading habits? Just because a child is able to read independently doesn’t mean you have to stop reading aloud together — make time to read together in fun, entertaining voices, and she’ll never put a book down. We live in a time where tablets and smartphones rule our world and children are becoming addicted to this technology at a much earlier age. Reading, then, is a perfect, “screen-free” alternative.

Caitlin St John is an Editorial Assistant for Parents.com who splits her time between New York City and her hometown on Long Island. She’s a self-proclaimed foodie who loves dancing and anything to do with her baby nephew. Follow her on Twitter: @CAITYstjohn

Before Your Child Starts Reading...
Before Your Child Starts Reading...
Before Your Child Starts Reading...

More content on raising frequent readers

 

Image: Family reading via Shutterstock

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Time for Grad School? Mom’s Education Level Can Predict Her Child’s School Success

Wednesday, November 12th, 2014

Mothers' education plays role in kids' academic successFrom eating a balanced breakfast to staying in touch with teachers, there are plenty of ways to help your child succeed in the classroom. But new research shows that your own education may have just as big of an impact on your child’s achievement in reading and math.

According to a study recently published in Journal of Research on Adolescence, a mom’s level of education can actually predict her child’s academic performance years down the line.

Researchers analyzed information from the Early Childhood Longitudinal Study-Kindergarten Cohort that followed a group of more than 14,000 students from 1998, when they entered kindergarten, to 2007. Reading and math scores were gathered and assessed in third, fifth and eighth grade. They found that children who were born when their mother’s were very young (18 years old or younger) and likely had less education, didn’t do as well in school compared to children who had older mothers, and likely more education.

A news release from the University of Michigan reports:

Trends indicate that mothers who give birth during adolescence have much lower rates of high school completion and college enrollment in comparison to their counterparts who delay pregnancy.

“These results provide compelling evidence that having a child during adolescence has enduring negative consequences for the achievement of the next generation,” Sandra Tang, the study’s lead author, said in the news release.

There is a bright side, though: Children of young mothers who were able to further their education, in spite of having children, did perform better in school compared to those kids whose moms did not continue their education.

While married and unmarried mothers tended to reach the same educational levels several decades ago, the study points out that in recent years married mothers are likely to have more education and therefore more resources to share with their children compared to younger, unmarried mothers.

It’s never too early to start raising a reader! Check out 25 best ways to foster a love for books, and the best children’s books of 2014.

Tips for Teaching Math to Pre-K Kids
Tips for Teaching Math to Pre-K Kids
Tips for Teaching Math to Pre-K Kids

Photo of mom and baby reading courtesy of Shutterstock.

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Can You Make Your Kid Smarter? A New Study Says…

Friday, October 31st, 2014

Study Says Genetics Main influencer in Child IQIt’s in the genes, according to a new study published in the journal Intelligence.

Professors from several universities including Florida State University and the University of Nebraska sought out to answer a common nature-versus-nurture question: “Can parents make their kids smarter?”

They found that when it comes to a child’s intelligence in adulthood, genetics—not parental socialization—is key.

Florida State 24/7 reports:

…examined a nationally representative sample of youth alongside a sample of adopted children from the National Longitudinal Study of Adolescent Health (Add Health) and found evidence to support the argument that IQ is not the result of parental socialization.

The study analyzed parenting behaviors and whether they had an effect on verbal intelligence as measured by the Picture Vocabulary Test (PVT). The IQ tests were administered to middle and high school students, and again when they were between the ages of 18 and 26.

“Previous research that has detected parenting-related behaviors affect intelligence is perhaps incorrect because it hasn’t taken into account genetic transmission,” study author Kevin Beaver told Florida State 24/7. “In previous research, it looks as though parenting is having an effect on child intelligence, but in reality the parents who are more intelligent are doing these things and it is masking the genetic transformation of intelligence to their children.”

But don’t stop the bedtime stories and dinner-table discussions just yet. While this study says IQ may not be affected by these activities, there’s certainly another benefit to them: invaluable parent-child bonding.

For more information on reading with your child, check out our age-by-age guide to reading to babies and 7 ways to encourage a love of reading here.  

What Parents Don't Need to Do (When it comes to school)
What Parents Don't Need to Do (When it comes to school)
What Parents Don't Need to Do (When it comes to school)

Photo of mom reading with kids courtesy of Shutterstock.

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U.S. Kids Spend Less Time on Pleasure Reading

Tuesday, May 13th, 2014

American children still read for pleasure, according to a new report, but not very often and not very well.  Reuters has more:

The San Francisco-based nonprofit Common Sense Media, which focuses on the effects of media and technology on children, published the report, which brings together information from several national studies and databases.

“It raises an alarm,” said Vicky Rideout, the lead author of the report. “We’re witnessing a really large drop in reading among teenagers and the pace of that drop is getting faster and faster.”

The report found that the percentage of nine-year-old children reading for pleasure once or more per week had dropped from 81 percent in 1984 to 76 percent in 2013, based on government studies. There were even larger decreases among older children.

A large portion rarely read for pleasure. About a third of 13-year-olds and almost half of 17-year-olds reported in one study that they read for pleasure less than twice a year.

Of those who read or are read to, children tend to spend on average between 30 minutes and an hour daily with that activity, the report found. Older children and teenagers tend to read for pleasure for an equally long time each day.

Rideout cautioned that there may be difference in how people encounter text and the included studies may not take into account stories read online or on social media.

The report also found that many young children are struggling with literacy. Only about one-third of fourth grade students are “proficient” in reading and another one-third scored below “basic” reading skills.

Despite the large percentage of children with below-basic reading skills, reading scores among young children have improved since the 1970s, according to one test that measures reading ability.

The reading scores among 17-year-olds, however, remained relatively unchanged since the 1970s.

About 46 percent of white children are considered “proficient” in reading, compared with 18 percent of black children and 20 percent of Hispanic kids.

Those gaps remained relatively unchanged over the past 20 years, according to the report.

“To go 20 years with no progress in that area is shameful,” Rideout said.

Help make reading fun with this free “Animal Antics” reading worksheet!

The Lasting Impact of the Early Childhood Years
The Lasting Impact of the Early Childhood Years
The Lasting Impact of the Early Childhood Years

Image: Girl reading, via Shutterstock

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12th Graders Continue to Lag in Reading, Math

Thursday, May 8th, 2014

The National Assessment of Educational Progress, an assessment that’s also called “the nation’s report card,” shows disappointing trends in the performance of American 12th graders in both math and reading skill levels.  NPR has more:

It measured reading and math skills of 92,000 high school seniors in 2013 and found that reading skills of those 12th-graders have gone unchanged since the last time the test was given, in 2009, and they’re lower than those of students in 1992.

Things aren’t much better when it comes to math. While scores were slightly better than in 2005, they too have been stagnant since 2009.

Those results are unacceptable, said David Driscoll, chairman of the National Assessment Governing Board, which oversees testing policy.

“Achievement at this very critical point in a student’s life must be improved to ensure success after high school,” he said.

Education Secretary Arne Duncan called the news troubling, particularly as high school graduation rates have reached an all-time high.

“We must reject educational stagnation in our high schools, and as a nation, we must do better for all students, especially for African-American and Latino students,” he said.

In the NAEP test, achievement is broken down into three levels: basic, proficient and advanced. “Basic” indicates partial mastery of the subject, “proficient” is grade-level performance, and “advanced” indicates superior work.

Seventy-four percent of students scored below the grade-appropriate level in math, compared with 26 percent of students who scored at or above grade level. Asian students and students whose parents went to college achieved the best math scores. Math scores for African-American students were the worst.

In reading, just 38 percent of seniors scored at or above grade level. And one-quarter of high school seniors are reading below grade level.

But that flat performance wasn’t just among students who struggled with math and reading, officials said. It also extended to the highest-performing students.

The results released Wednesday also showed that the achievement gap between white students and their black and Hispanic counterparts remained stubbornly wide, despite more than a decade of federal efforts to close it.

Image: High school student, via Shutterstock

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