It is concluded that some children have literacy skills as a result of the experiences that their parents provide. Significant relationships were showed in literacy, related to father educational level t(11) = 2.78, p = 0.019 approach to books t(12) = 3.90, p = 0.001 and frequency of storytelling t(12) = 4.3X p = 0.002. Both results were complemented for comparison of what with test scores of children in emergent literacy skills. session of mother-child interaction, using different materials, and other literacy experiences self-reported by mothers, something seldom investigated in the field. Evidence is presented that considered in the same study, the analysis of both explicit and implicit experiences observed in a. From a purposive sample, 39 dyads (mother and child) were selected starting preschool from a private school in the State of Mexico. The goal of this study was investigated if literacy experiences that parents provide were differentially related to children literacy. 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. Interestingly, poor readers also appear to benefit from independent leisure time reading. Moderate associations of print exposure with academic achievement indicate that frequent readers are more successful students. 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%. 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 all measures in the outcome domains of reading comprehension and technical reading and spelling, moderate to strong correlations with print exposure were found. 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. This research synthesis examines whether the association between print exposure and components of reading grows stronger across development. The five recurring themes of finding engaging books, series adherence, challenge seeking, skill deficit, and time availability indicate optimal avenues for future research and educational intervention to foster increased engagement in reading. Interview participants from Years 4 and 6 were asked what would make them read more. The 2016 Western Australian Study in Children's Book Reading collected data from respondents across 24 schools, seeking to determine how educators and parents may best support young people to read with greater frequency. ![]() While previous studies address how to increase children's engagement in reading for recreation, few allow children's viewpoints to take primacy. Therefore, increasing frequency of engagement in recreational reading can play an important role in addressing inequity in literacy outcomes once independent reading skill has been achieved. Regular recreational reading offers benefits across a range of literacy outcomes, as well as supporting learning in other subject areas, offering cognitive benefits, and potentially fostering empathy.
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