Reading to young children: A head-start in life?

G. Kalb, J.C. van Ours

Research output: Contribution to journalArticleScientificpeer-review

Abstract

This paper investigates the importance of parents reading to their young children. Using Australian data we find that parental reading to children at age 4–5 has positive and significant effects on reading skills and cognitive skills (including numeracy skills) of these children at least up to age 10 or 11. The effects on skills more closely related to reading and language are larger than those on skills such as numeracy skills. However, all findings in relation to reading and other cognitive skills are persistent and robust to a wide range of sensitivity analyses. Although reading to children is also correlated with children's non-cognitive skills, after accounting for the endogeneity of reading to children, no causal effect remains.
Original languageEnglish
Pages (from-to)1-24
JournalEconomics of Education Review
Volume40
DOIs
Publication statusPublished - Jun 2014

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parents
language
Cognitive skills
Numeracy
Endogeneity
Causal effect
Language

Keywords

  • Reading to children
  • reading skills
  • other cognitive skills

Cite this

Kalb, G. ; van Ours, J.C. / Reading to young children : A head-start in life?. In: Economics of Education Review. 2014 ; Vol. 40. pp. 1-24.
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Reading to young children : A head-start in life? / Kalb, G.; van Ours, J.C.

In: Economics of Education Review, Vol. 40, 06.2014, p. 1-24.

Research output: Contribution to journalArticleScientificpeer-review

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