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Children who read books daily score higher in school tests, vast new study states:
What children choose to read outside school directly influences their academic performance, according to a major new study led by the University of Malaga and UCL, and published in the peer-reviewed journal Oxford Review of Education.
Using longitudinal census data to look at more than 43,000 students, aged 10 to 11 and then again when they were 13 to 14, the research provides substantial evidence that pupils who enjoy reading high-quality books daily score higher in tests.
The average marks of pupils who read books rose by 0.22 points overall, which is the equivalent of 3 months' worth of additional secondary school academic growth.
The study demonstrated no similar advantage for children's reading daily newspapers, comics or magazines, and only marginal benefits from short stories.
The findings have important implications for parents, teachers and policymakers, and the international research team is recommending that young people devote their reading time solely to books.
"Although three months' worth of progress may sound comparatively small to some people, it equates to more than 10% of the three academic secondary school years measured—from when these young people are aged 11 years old to 14, which we know is a hugely developmental period," explains co-author Professor John Jerrim, from the UCL.
"In an increasingly digital world, it's important that young people are encouraged to find time to read a good book.
The author does note however,
The findings of this study should be interpreted in the context of some limitations and the need for further research. These include the research being carried out in one particular region within Spain, and the focus upon academic progress made during the early teenage years. At this point, reading skills are already quite well-developed—there is no data for younger children.
John Jerrim, Luis Alejandro Lopez-Agudo & Oscar D. Marcenaro-Gutierrez (2020) Does it matter what children read? New evidence using longitudinal census data from Spain, Oxford Review of Education, DOI: 10.1080/03054985.2020.1723516
(Score: 2) by maxwell demon on Sunday March 01 2020, @01:58PM (1 child)
You mean, nobody has ever written books about such people? I strongly doubt that.
The Tao of math: The numbers you can count are not the real numbers.
(Score: 2) by JoeMerchant on Sunday March 01 2020, @02:21PM
The books are certainly written, though rarely with an honest, practical and transferable "this is how they really made it happen" approach. I've gotten a small amount of first and second hand CEO tales from the trenches, including bar conversations with the likes of Richard Branson in the Virgin Islands - he's a classic case of position + luck + deficits = massive success. A recurring theme, from very different approaches, is that the key to top level success is all about the people underneath you - another recurring theme is that controlling the quality of the people underneath you is somewhat akin to herding cats whilst blindfolded, gagged and bound to a chair. And the unspoken yet critical social grace is: don't make the people underneath you feel inferior, whilst always maintaining superiority.
The lie of the educational system is that it cannot groom everyone for top level success, because top level success is only available to a very small minority. Even if you max-out all the metrics in standardized tests, social graces and perception, etc. that's only putting you in the running for the brass ring, and most of the people who get, and hold, a brass ring are nowhere near those academic outliers. Point of fact, if you max out the metrics too far, you're actually hurting your chances for overall success.
Returning to TFA: certainly, reading is good and the masses don't do enough of it, they should do more - it would be good for everyone especially those who do more reading. Just don't expect revolutionary results.
Україна досі не є частиною Росії Слава Україні🌻 https://news.stanford.edu/2023/02/17/will-russia-ukraine-war-end