Reading to Young Children in Educational Settings: A Meta‐Analysis of Recent Research

Abstract

This article reviews 10 studies, comprising 11 samples, of the effects of reading to young children in schools. The age of the children varied between 31 and 90 months. Dependent variables were classified in 2 domains: oral language and reading skills. The combined effect size for the oral language domain was d = .63, and for the reading domain d = .41. Although these figures look promising, caution is needed because the empirical evidence appears to be meager. Not only is the number of studies small, but a critical analysis of the design of the studies generally reveals poor quality.

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