Reading habits report

This research brief that offers a big-picture perspective on children’s reading habits in the United States and how they may have changed during the technological revolution of recent decades. How youth read and write has expanded because of technology. Though the report finds that reading is still a big part of many children’s lives—and reading scores among young children have improved steadily—achievement among older teens has stagnated, and many children don’t read well or often. Among the report’s key findings:

Reading rates have dropped precipitously among adolescents.

A significant reading achievement gap persists between white, black, and Hispanic children.

There is also a gender gap in reading time and achievement. 

Common Sense Media. (2014). Children, Teens, and Reading. San Francisco, CA: Author.

https://www.commonsensemedia.org/research/children-teens-and-reading

Popular reading study

In reviewing what Accelerated Reader books that children are reading, a national study found that:
The number of books that students read peaks in second grade, at an average of 55.
The number of words students read in books peaks in sixth grade, when they average 16.2 books containing a total of 419,121 words.
In 12th grade, students are averaging 5.2 books a year, containing 304,252 words.
The gender gap in the average number of words students read peaks in eighth grade – with boys reading 340,515 words and girls reading 446,771.
The Common Core State Standards, adopted by the majority of states in recent years, are encouraging more reading of informational texts. But the balance of books kids read is still heavily in favor of fiction. Fifteen percent of books read by 12th-graders are nonfiction. For earlier grades, books about animals and various historical figures are the most popular.

Renaissance Learning. (2014). What kids are reading. Wisconsin Rapids, WI: Author.
http://www.renaissance.com/whatkidsarereading

Reading/writing software impact study

Campuzano et. al. investigated whether software for reading and math had any effect of achievement, as measured by standardized tests. The reading software was used in grades 1 and 4, and the math software was used in grade 6 (pre-algebra) and for algebra (mostly grade 9). The study lasted one year, and was replicated the second year.  The first year, 16 softward products were tested in 33 districts, 132 schools, and with 428 teachers in either classes that used the softeware or comparison classes that did not.. The second year included 10 products, 23 districts, 77 schools, 176 teachers, and 3,280 students. A variety of well-known standardized tests were used. For reading, the SAT-9 was used in grade 1 and the SAT-10 in grade 4 for reading and grade 6 for math.  The study used the Educational Testing Services’  End-of-Course Algebra Assessment for grade 9 (algebra I). Other tests were also used to confirm that the groups had similar levels of competence in reading and math beore the treatment began.There was no significant difference between test scores of students who used the software and those who did not at the end of the first year. 

Campuzano, L., Dynarski, M., Agodini, R., and Rall, K. (2009). Effectiveness of Reading and Mathematics Software Products: Findings From Two Student Cohorts—Executive Summary (NCEE 2009-4042). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.

Thanks to Stephen Krashen for this summary. 

Teacher librarians impact report

A new report  reveals that school librarians are highly involved leaders playing a critical role in their schools through consistent and sustained collaboration with other educators. Additionally, school librarians not only participate in but deliver professional development to peers, educators and staff in their schools. The report details key findings from a nationwide survey of more than 2,400 educators representing all grade levels and subject areas. It investigates the connection between professional learning, educator collaboration and student learning.
National Center for Literacy Education. (2014). Remodeling Literacy Learning: Making Room for What Works.
http://www.literacyinlearningexchange.org/sites/default/files/remodeling_literacy_learning_press_release.pdf

AASL School Library Research studies

The 2014 volume of AASL’s peer-reviewed online journal, School Library Research, features studies on college readiness, information literacy during the high school to college transition, and educational stakeholders’ perceptions of school library programs.

• In “College Ready—What Can We Learn from First-Year College Assignments? An Examination of Assignments in Iowa Colleges and Universities,” Jean Donham examines the readiness of high school graduates to produce scholarly work that meets the expectations of college instructors.
• Jana Varlejs, Eileen Stec and Hannah Kwon examine school librarian and teacher working relationships in their article, “Factors Affecting Students’ Information Literacy as They Transition from High School to College.”
• To provide data for their article, “What Do Stakeholders Know about School Library Programs? Results of a Focus Group Evaluation,” the research team of Nancy Everhart and Marcia Mardis ran four focus groups throughout the state of Pennsylvania to identify what educational stakeholders expect from school library programs.

Articles can be found on the AASL website at www.ala.org/aasl/slr.

PISA 2012 results

The PISA assessed the competencies of 15-year-olds in reading, mathematics and science (with a focus on mathematics)in 65 countries and economies. In 44 of those countries and economies about 85 000 students also took part in an optional assessment of creative problem solving. The test aimed to measure the capacity to engage creatively in cognitive processing to understand and resolve problem situations where a method of solution is not immediately obvious (including motivational and affective aspects).
Among the findings were:
US students did better in problem-solving than in math, reading, or science. 
Proficiency in mathematics is a strong predictor of positive outcomes for young adults, influencing their ability to participate in post-secondary education and their expected future earnings. Across OECD countries,a more socio-economically advantaged student scores 39 points higher in mathematics– the equivalent of nearly one year of schooling – than a less-advantaged student. Pre-primary school attendance also advantages students in math. Other positive associations include high parental expectations, enjoyment of school, sense of belonging at school, punctual school attendance, good teacher-student relations,heterogeneous classes, and resiliency.

OECD. (2014). PISA 2012 - Creative Problem Solving: Students’ skills in tackling real-life. problems. Paris: OECD.
http://www.oecd.org/pisa/keyfindings/pisa-2012-results.htm

Study on children's books that portray animals

Animals with human traits in children's books lead to less-factual learning
A recent study showed that children's books that portray animals with human characteristics hindered factual learning, abstract thinking and conceptual reasoning about animals. "Books that portray animals realistically lead to more learning and more accurate biological understanding," said the study's author Patricia Ganea, a psychologist at the University of Toronto.
Ganea, P.  et al. (2014). Do cavies talk? The effect of anthropomorphic books on children's knowledge about animals. Frontiers in Psychology, 5.
http://journal.frontiersin.org/Journal/10.3389/fpsyg.2014.00283/abstract

Do cavies talk?: The effect of anthropomorphic books on children's knowledge about animals - See more at: http://journal.frontiersin.org/Journal/10.3389/fpsyg.2014.00283/abstract#sthash.fsyrfpDa.dpuf

Do cavies talk?: The effect of anthropomorphic books on children's knowledge about animals - See more at: http://journal.frontiersin.org/Journal/10.3389/fpsyg.2014.00283/abstract#sthash.fsyrfpDa.dpuf

Do cavies talk?: The effect of anthropomorphic books on children's knowledge about animals - See more at: http://journal.frontiersin.org/Journal/10.3389/fpsyg.2014.00283/abstract#sthash.fsyrfpDa.dpuf