To Read or Not to Read: A Meta-Analysis of Print Exposure from Infancy to Early Adulthood

Autor/inn/en	Mol, Suzanne E.; Bus, Adriana G.
Titel	To Read or Not to Read: A Meta-Analysis of Print Exposure from Infancy to Early Adulthood
Quelle	In: Psychological Bulletin, 137 (2011) 2, S.267-296 (30 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-2909
DOI	10.1037/a0021890
Schlagwörter	Reading Research; Recreational Reading; Leisure Time; Opportunities; Preschool Children; Kindergarten; Elementary School Students; Secondary School Students; College Students; Reading Ability; Time Perspective; Correlation; Meta Analysis; Independent Reading; Individual Development; Reading Comprehension; Reading Skills; Beginning Reading; Alphabets; Phonological Awareness; Graphemes; Spelling; Oral Language; Language Skills + Suchen Sie Ihr Suchwort? Leseforschung; Häusliche Lektüre; Freizeit; Möglichkeit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Sekundarschüler; Collegestudent; Reading competence; Lesekompetenz; Zeitbezug; Korrelation; Meta-analysis; Metaanalyse; Freies Lesen; Individuelle Entwicklung; Leseverstehen; Reading skill; Lesefertigkeit; Erstleseunterricht; Buchstabenschrift; Schreibweise; Oral interpretation; Mündlicher Sprachgebrauch; Language skill; Sprachkompetenz
Abstract	This research synthesis examines whether the association between print exposure and components of reading grows stronger across development. We meta-analyzed 99 studies (N = 7,669) that focused on leisure time reading of (a) preschoolers and kindergartners, (b) children attending Grades 1-12, and (c) college and university students. For all measures in the outcome domains of reading comprehension and technical reading and spelling, moderate to strong correlations with print exposure were found. The outcomes support an upward spiral of causality: Children who are more proficient in comprehension and technical reading and spelling skills read more; because of more print exposure, their comprehension and technical reading and spelling skills improved more with each year of education. For example, in preschool and kindergarten print exposure explained 12% of the variance in oral language skills, in primary school 13%, in middle school 19%, in high school 30%, and in college and university 34%. Moderate associations of print exposure with academic achievement indicate that frequent readers are more successful students. Interestingly, poor readers also appear to benefit from independent leisure time reading. We conclude that shared book reading to preconventional readers may be part of a continuum of out-of-school reading experiences that facilitate children's language, reading, and spelling achievement throughout their development. (Contains 3 figures and 8 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10