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

By Suzanne E. Mol, A. Bus. Psychological bulletin, 2011

1,299 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Information Systems

View Paper: https://www.semanticscholar.org/paper/dd77e05d022d1ee487209f94c479a2bc539f4cbc

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In Developmental and Educational Psychology

In Education

In Information Systems

Citations in the corpus

Why Are Home Literacy Environment and Children's Reading Skills Associated? What Parental Skills Reveal (2017, neutral): “The number of books is indeed related to how often parents read to their prereading children (Myrberg & Rosen, 2009), which is related to children’s emergent reading skills (Mol & Bus, 2011), which subsequently predicts later reading levels (de Jong & van der Leij, 1999).”
Handbook of Research on Learning and Instruction (2011, neutral): “Empirical support for the revised model is emerging (Barron & Hulleman, 2014; Flake, Barron, Hulleman, Grays, Lazowski et al., 2011; Flake, Barron, Hulleman, McCoach, & Welsh, 2015; Perez, Cromley, & Perez, 2014).”
Once upon a Time: Parent-Child Dialogue and Storybook Reading in the Electronic Era. (2013, background): “Even mere print exposure has been linked to better reading and academic performance in children (Mol & Bus, 2011; Sénéchal & LeFevre, 2002).”
Why do boys and girls perform differently on PISA Reading in Finland? The effects of reading fluency, achievement behaviour, leisure reading and homework activity (2018, background): “…is based on frequent findings that boys read for pleasure less than girls (e.g., Artelt et al., 2013; OECD, 2010d; Wigfield et al., 2013) and findings that poor readers, on average, read less and are less interested in reading than skilled readers (see e.g. a recent review by Mol & Bus, 2011).”
Exploring the relationship between adolescent’s reading skills, reading motivation and reading habits (2014, neutral): “…(Anderson, Wilson & Fielding, 1988; Cunningham & Stanovich, 1991; 1997; Guthrie et al., 1999; Leppanen, Aunola & Nurmi, 2005; McBride-Chang, Manis, Seidenberg, Custodio & Doi, 1993; Mol & Bus, 2011); however some types of reading activities have been more consistently associated with reading skill.”
Language- and literacy-learning opportunities in early childhood classrooms: Children's typical experiences and within-classroom variability (2014, background): “This movement is partly due to findngs from rigorous research studies that highlight the importance f these opportunities in early childhood education, including links ith later academic skills, such as decoding, spelling, and comrehension (Mol & Bus, 2011; NELP, 2008).”
The Effects of Home Literacy Environment on Children’s Reading Comprehension Development: A Meta-analysis (2020, methodology): “Following the guidance of PRISMA, we replicated the search procedure from relevant studies in reading academic research (e.g., Mol & Bus, 2011).”
How Reading Motivation and Engagement Enable Reading Achievement: Policy Implications (2020, background): “In a meta-analysis of 99 studies, reading volume related moderately to strongly with reading comprehension, from the elementary years to early adulthood (Mol & Bus, 2011).”
Benefits and Pitfalls of Multimedia and Interactive Features in Technology-Enhanced Storybooks (2015, background): “In previous meta-analyses of print exposure, effect sizes averaged around d = .50 ( Bus et al., 1995; Mol & Bus, 2011).”
Early reading success and its relationship to reading achievement and reading volume: replication of ‘10 years later’ (2014, background): “Additionally, the amount a person reads appears to contribute to growth in broad cognitive skills (Mol & Bus, 2011; Stanovich, West, Cunningham, Cipielewski, & Siddiqui, 1996).”