Children who read for pleasure are likely to do significantly better at
school than their peers, according to new research. The study found that
children who read for pleasure made more progress in maths, vocabulary
and spelling between the ages of 10 and 16 than those who rarely read.
The research analysed the reading behaviour of approximately 6,000 young people in Britain, looking at how often the teenagers read during childhood and their test results in maths, vocabulary and spelling at ages 5, 10 and 16.
The researchers compared children from the same social backgrounds who had achieved the same test scores as each other both at ages 5 and 10. They discovered that those who read books often at age 10 and more than once a week at age 16 gained higher results in all three tests at age 16 than those who read less regularly.Reading for pleasure was found to be more important for children’s cognitive development between ages 10 and 16 than their parents’ level of education. The combined effect on children’s progress of reading books often, going to the library regularly and reading newspapers at 16 was four times greater than the advantage children gained from having a parent with a degree. Children who were read to regularly by their parents at age 5 performed better in all three tests at age 16 than those who were not helped in this way. The study noted that reading for pleasure had the strongest effect on children’s vocabulary development, but the impact on spelling and maths was still significant.
Alice Sullivan and Matt Brown. (2013). Social inequalities in cognitive scores at age 16: The role of reading. London: Center for Longitudinal Studies.
http://www.cls.ioe.ac.uk/news.aspx?itemid=2740&itemTitle=Reading+for+pleasure+puts+children+ahead+in+the+classroom,+study+finds&sitesectionid=27&sitesectiontitle=News
The research analysed the reading behaviour of approximately 6,000 young people in Britain, looking at how often the teenagers read during childhood and their test results in maths, vocabulary and spelling at ages 5, 10 and 16.
The researchers compared children from the same social backgrounds who had achieved the same test scores as each other both at ages 5 and 10. They discovered that those who read books often at age 10 and more than once a week at age 16 gained higher results in all three tests at age 16 than those who read less regularly.Reading for pleasure was found to be more important for children’s cognitive development between ages 10 and 16 than their parents’ level of education. The combined effect on children’s progress of reading books often, going to the library regularly and reading newspapers at 16 was four times greater than the advantage children gained from having a parent with a degree. Children who were read to regularly by their parents at age 5 performed better in all three tests at age 16 than those who were not helped in this way. The study noted that reading for pleasure had the strongest effect on children’s vocabulary development, but the impact on spelling and maths was still significant.
Alice Sullivan and Matt Brown. (2013). Social inequalities in cognitive scores at age 16: The role of reading. London: Center for Longitudinal Studies.
http://www.cls.ioe.ac.uk/news.aspx?itemid=2740&itemTitle=Reading+for+pleasure+puts+children+ahead+in+the+classroom,+study+finds&sitesectionid=27&sitesectiontitle=News
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