Results of a quantitative analysis of empirical evidence related to parent-preschooler reading support the hypothesis that parent-preschooler reading is related to outcome measures such as language growth, emergent literacy, and reading achievement.
Learning to read and write is critical to a child's success in school and later in life.
From Diane Ravitchs' tribute to Jeanne Chall, in the American Educator, Spring 2001:
From PsycINFO Database Record:
From Amazon.com:
Reading is essential to success in our society. The ability to read is highly valued and important for social and economic advancement. Of course, most children learn to read fairly well.
The last 25 years have seen tremendous advances in the study of psychological processes in reading.
A framework for conceptualizing the development of individual differences in reading ability is presented that synthesizes a great deal of the research literature.
Stanovich reviews significant findings from his research and speculates on differential responses to his work. He argues that we must let scientific evidence answer questions about the reading process.