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Joint Book Reading Makes for Success in Learning to Read: A Meta-Analysis on Intergenerational Transmission of Literacy
Adriana G. Bus and
Marinus H. van IJzendoorn
Leiden University, The Netherlands
Anthony D. Pellegrini
University of Georgia
The current review is a quantitative meta-analysis of the available empirical evidence related to parent-preschooler reading and several outcome measures. In selecting the studies to be included in this meta-analysis, we focused on studies examining the frequency of book reading to preschoolers. The results support the hypothesis that parent-preschooler reading is related to outcome measures such as language growth, emergent literacy, and reading achievement. The overall effect size of d = .59 indicates that book reading explains about 8% of the variance in the outcome measures. The results support the hypothesis that book reading, in particular, affects acquisition of the written language register. The effect of parent-preschooler reading is not dependent on the socioeconomic status of the families or on several methodological differences between the studies. However, the effect seems to become smaller as soon as children become conventional readers and are able to read on their own.
Review of Educational Research, Vol. 65, No. 1,
1-21 (1995)
DOI: 10.3102/00346543065001001
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