While research has established a close relationship between children's oral vocabulary and reading ability in Chinese, the nature of this relationship is not clear. This study aims to examine if vocabulary knowledge of Chinese words facilitates learning novel orthographic forms during independent reading. We also investigate whether such oral…

Does reading a lot lead to better reading skills, or does reading a lot follow from high initial reading skills? The authors present a longitudinal study of how much children choose to read and how well they decode and comprehend texts. This is the first study to examine the codevelopment of print exposure with both fluency and comprehension…

Enjoyment of reading books is related to reading proficiency, and fostering students' enjoyment of reading is imperative to support continued reading engagement. However, not all students understand that reading is important, and not all students are regularly engaged in recreational reading. Children typically read for pleasure less often as they…

This study investigated children's access to books, narrow independent reading volume, and growth in vocabulary knowledge and comprehension. Two hundred-twenty English language learners and native-English speaking children from diverse socioeconomic backgrounds were given measures of vocabulary and literacy in the fall and spring of fourth grade.…

Background: Numerous studies suggest a positive relationship between the home literacy environment (HLE) and children's language and literacy skills, yet very little research has focused on the HLE of children with language impairment (LI). Children with LI are at risk for reading difficulties; thus, understanding the nature and frequency of their…

Accelerated Reader (AR) is a powerful tool that motivates students of all ages and abilities to read for pleasure. A wealth of data is routinely collected about children's reading skills to monitor and help manage their independent reading. However, no information is collected on the "softer" reading outcomes, such as reading enjoyment…

In fall 2015, Scholastic, in conjunction with YouGov, conducted a survey to explore family attitudes and behaviours in India around reading books for fun. The key findings of this research, which are presented in this report, are based on a sample of 1,752 parents and children, including 350 parents of children aged 0-5; 701 parents of children…

This report presents the 5th Edition of Scholastic's biannual study of children's and parents' attitudes and behaviors about reading. The latest research touches on reading aloud to children of all ages, the impact of reading independently for fun at school and at home, the importance of frequent reading, and the books children want most to read.…

The early reading process can be viewed as triadic, encompassing the child, the parents and the environment. We examine the impact of each of these three components on children's participation in home reading activities as perceived by their parents. The results obtained from a questionnaire completed by parents of Grade 1 children, with and…

Motivating children to read on their own has been less of a priority than improving reading achievement in recent years, but many teachers are still asking, "How do I get my students to want to read?" The omission of motivation as a major component of reading instruction by the National Reading Panel (2000) was interpreted by many schools as a…

Visual and ICT media are often perceived as a threat to book reading in leisure time. They are accused of taking time and interest away from children and adolescents' book reading by offering them more approachable alternatives. Children and adolescents' book reading habits and the way these habits have changed over time are in focus. Is there any…