Do Children Who Read More Books Know “What is Good Writing” Better than Children Who Read Less? A Comparison between Grade Levels and SES Groups

Korat, Ofra; Schiff, Rachel

doi:10.1207/s15548430jlr3703_2

Cited by 13 publications

(20 citation statements)

References 59 publications

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“…We excluded print exposure studies that reported no child outcomes or outcomes other than comprehension and technical reading and spelling skills, such as science tests or social ability tasks (e.g., Bråten et al, 1999; Burgess, 2005; Castles, Datta, Gayan, & Olson, 1999; Chomsky, 1972; Curry, Parrila, Stephenson, Kirby, & Catterson, 2004; Korat & Schiff, 2005; Lee & Krashen, 1996; Long & Prat, 2002; Mar, Oatley, Hirsh, dela Paz, & Peterson, 2006; Pavonetti, Brimmer, & Cipielewski, 2002–2003; Radloff, 2008; Stainthorp & Hughes, 2000), studies in which the checklist and the outcome measures were not administered within the same school year (e.g., Harlaar et al, 2007; Hood, Conlon, & Andrews, 2008; Shatil & Share, 2003; Stainthorp, 1997), and studies in which the participants were too old to meet our inclusion criteria (e.g., Lee, Krashen, & Tse, 1997; Stone, Fisher, & Eliot, 1999; West et al, 1993). Studies were also excluded when the respondents were teachers (e.g., McCutchen et al, 2002), kindergarten children (e.g., Bulat, 2005), or the parents of school-aged children (e.g., McGrath et al, 2007).…”

Section: Methodsmentioning

confidence: 99%

To read or not to read: A meta-analysis of print exposure from infancy to early adulthood.

Mol¹,

Bus²

2011

Psychological Bulletin

963

766

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This research synthesis examines whether the association between print exposure and components of reading grows stronger across development. We meta-analyzed 99 studies (N = 7,669) that focused on leisure time reading of (a) preschoolers and kindergartners, (b) children attending Grades 1-12, and (c) college and university students. For all measures in the outcome domains of reading comprehension and technical reading and spelling, moderate to strong correlations with print exposure were found. The outcomes support an upward spiral of causality: Children who are more proficient in comprehension and technical reading and spelling skills read more; because of more print exposure, their comprehension and technical reading and spelling skills improved more with each year of education. For example, in preschool and kindergarten print exposure explained 12% of the variance in oral language skills, in primary school 13%, in middle school 19%, in high school 30%, and in college and university 34%. Moderate associations of print exposure with academic achievement indicate that frequent readers are more successful students. Interestingly, poor readers also appear to benefit from independent leisure time reading. We conclude that shared book reading to preconventional readers may be part of a continuum of out-of-school reading experiences that facilitate children's language, reading, and spelling achievement throughout their development.

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Section: Methodsmentioning

confidence: 99%

To read or not to read: A meta-analysis of print exposure from infancy to early adulthood.

Mol¹,

Bus²

2011

Psychological Bulletin

963

766

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“…One of this study's important contributions to education and psycholinguistic research is its use of schoolbook borrowing as a measure of reading amount, as well as its comparison to TRT, which has been used with elementary school students in many previous studies (Cunningham & Stanovich, 1990;Echols et al, 1996;Korat & Schiff, 2005). The correlation between these variables was positive, but it was relatively small and not significant, r = .18 (p > .10).…”

Section: Comparison Of Schoolbook Borrowing and Trtmentioning

confidence: 94%

The Effects of Reading Amount on Letter Reading Skill: A Longitudinal Survey of Japanese Elementary Schoolchildren

Inohara

Ueda

Shioya

et al. 2017

PSYCHOLOGIA -An International Journal of Psychological Sciences

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This is the study to report Japanese two-year longitudinal reading amount data using the Title Recognition Test (TRT) and school book borrowing (the number of books borrowed from a school library) as measures elucidating the relationship between reading amount and Japanese letter reading skill. We found separate, significant positive effects for the reading amount indices on letter reading skill both one and two years later. For the longer duration, both indices had almost the same effect. We concluded that extensive reading increases knowledge of Japanese letters (in particular, the knowledge of the connections between hiragana and kanji). In addition, distinctive features of both indices of reading amount-TRT and school book borrowing-are discussed; school book borrowing, in particular, has not been used as an index of reading amount in previous studies, so we assert its utility here.

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“…There are some suggestions to help students master the skills of writing:  Reading various types of material and scientific literature that shaped as a hobby and enjoyable activities. According to Korat & Schiff [9] in model developed by Shanahan and Lomax, writing knowledge has a small or almost no effect on reading but reading knowledge has a very enormous effect on writing. It shows that reading is a vital component on giving the greater impact on writing skills.…”

Section: Writing Skillsmentioning

confidence: 99%

“…Students who sit in all grade levels strive with writing difficulties including those in elementary school [9]; [10]; [18]. But they possibly do make an effort to give a "good writing" essay as they understand it [9].…”

Section: Introductionmentioning

confidence: 99%

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Writing Skill in Arabic Language Essay in Malaysian Secondary School

Ismail¹

2015

Second International Conference on Advances in Management, Economics and Social Science - MES 2015

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Abstract-This study aims to discover factors which affect students in mastering the basic techniques of Arabic writing skills. This research has been carried out in a secondary. In order to know the driving factors, two instruments were used to identify student's strength. Firstly, three students who excel in Arabic Language were interviewed. Secondly, analyzing the two of their essays written by them to test their proficiency in basic Arabic writing techniques. The result shows that there are three main factors that encourage students to master the Arabic Language which are the parents, teachers, as well as the students' interest in the subject. There are also other particular factors that lead students to write well. Students obviously have wide vocabulary; who able to create simple sentences; able to attach the Quranic verses, hadiths and virtuous phrase in their essay; know and able to make use of dictionary; master the techniques of memorizing main ideas of an essay and have group discussions and love writing. The combination of these factors and the driving elements result in students who have shown greater skills in composing Arabic essay. They use various Arabic vocabulary and master in grammar. They are also skillful in using Arabic language to form correct sentences and also know how to utilize paragraphs for each content of the essay. Moreover they know when to use punctuations correctly.

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Do Children Who Read More Books Know “What is Good Writing” Better than Children Who Read Less? A Comparison between Grade Levels and SES Groups

Cited by 13 publications

References 59 publications

To read or not to read: A meta-analysis of print exposure from infancy to early adulthood.

To read or not to read: A meta-analysis of print exposure from infancy to early adulthood.

The Effects of Reading Amount on Letter Reading Skill: A Longitudinal Survey of Japanese Elementary Schoolchildren

Writing Skill in Arabic Language Essay in Malaysian Secondary School

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