Category: Reading

Study Shows Children Prefer Paper

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New research from Australia shows that children are more likely to read the paper version of books rather than on devices. The study looked at children in Year 4 and 6 who had access to e-reading devices. It showed that children did not tend to use their devices for reading even if they were regular readers in general.

In fact, the research showed that the more devices a child had access to, the less likely they were to read in general. In other words, access to e-reading devices inhibited reading.

These findings mirror those of previous research of teenagers and college students, showing that they all prefer to read on paper.

Scholastic Kids & Family Reading Report

This is the sixth biannual Kids & Family Reading Report that Scholastic has created. The 2016 survey was done in conjunction with YouGov. The surveys focus on family attitudes and behaviors around recreational reading.

Here are some of the findings that struck me. You can read the entire report here.

  • Children who are frequent readers have 141 children’s books in their homes vs. 65 books for kids among infrequent readers’ homes.
  • Households with income less than $35K only have an average of 69 children’s books vs. 127 books for kids in households with income more than $100K.
  • When looking for children’s books to read for fun, both kids (37%) and parents (42%) “just want a good story,” and a similar percentage want books that make kids laugh.
  • Parents of Hispanic children are more likely than parents of non-Hispanic children to look for books with characters who are culturally or ethnically diverse
  • The majority of kids ages 6–17 agree “it is very important for their future to be a good reader”
  • Parents underestimate the degree to which children have trouble finding books they like.
  • Despite conventional wisdom, six in 10 children ages 6–17 agree “I really enjoy reading books over the summer”
  • One in five 12–17 year-olds and one in five kids in lower-income families do not read any books at all over the summer.

Boys and Reading

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Two of the largest studies of reading habits of children in the UK have been recently completed.

They show that boys of every age typically read less thoroughly than girls, no matter what sort of literature they are reading. They tend to take less time to process what they are reading and skip parts as well. Finally, they also choose things to read that are too easy for them.

Though boys read nonfiction more than girls do, the studies demonstrated that boys are not any better at reading nonfiction as thoroughly as girls are. There is also no relationship to socioeconomic status seen in the studies.

Topping said: “What you need is teachers, classroom assistants, librarians spending time with a child to talk about choices in reading; possible suggestions for more challenging books in the context of what they are interested in.

“We are not saying read hundreds of classics and that everything will be all right. They need to read challenging books in a subject in which they are interested.”

Details on the large studies can be found in The Guardian.

 

New Study of Impact of Literacy Apps

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Science Daily has information about a study of the impact of tablets loaded with literacy apps on children. For the last four years, MIT, Tufts University and Georgia State University have been studying whether tablet computers with literacy apps could improve reading preparedness of young children living in economically disadvantaged communities.

They did three trials of the tablets: one in two rural Ethiopian villages with no schools and no written culture, one in a suburban South African school with a student-teacher ratio of 60 to 1, and one in a rural school in the United States.Students are given the tablets with no coaching from adults, because the plan is to scale this up to a larger level. There was no issue with children using the tablets and most had explored all of the apps by the end of the first day.

The results:

In the South African trial, rising second graders who had been issued tablets the year before were able to sound out four times as many words as those who hadn’t, and in the U.S. trial, which involved only 4-year-olds and lasted only four months, half-day preschool students were able to supply the sounds corresponding to nearly six times as many letters as they had been before the trial.

New trials are being run now in Uganda, Bangladesh, India and the US. A total of 2000 children have been part of the study so far.

This is certainly something for libraries and teachers to keep an eye on!

First Book Video

First Book has a gorgeous new video out that speaks to the power of books in combating poverty and making sure that parents are their child’s first teacher:

Another Reason for Kids to Read

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Public Radio International has the news of a new study that reveals yet another reason that reading is important for children. The study done at University of California Riverside shows that the text of children’s books contains “substantially more unique words than ordinary parent-child conversation.”

Transcripts of conversations were compared with text from a hundred children’s picture books, largely compiled from book lists from teachers and librarians, Amazon and the most popular books at the local public library.

The difference is incredible, with 70% more unique words in books than in speech.

The next step in the study of text vs. speech will be focused on sentence-level differences.

Reading to Children – Medically Proven to Change Brains!

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Researchers have conducted MRIs to prove that reading to children sparks changes in their brains. Specifically, reading aloud to preschoolers helps with “mental imagery and understanding narrative” which are both keys to emerging literacy.

Researchers looked at the brains of 19 3-5 year olds using MRI, scanning their brains while they listened to recordings of stories being read aloud. The results showed that children who were from homes where there was more reading had greater activity in the key brain areas than children who did not.

"This is a small and very early study, but the exciting thing it was able to demonstrate is that early reading does have an impact on the parts of the brain that are fundamental for developing literacy early on," DeWitt said. "It’s biological evidence that transcends empirical studies.

Read more at Huff Po and Web MD.