Time Spent Reading and Reading Growth

Abstract

Despite the perceived importance of time spent reading on reading growth, research supporting this notion is limited. The purpose of this study was to investigate the effects of time spent reading at school and at home on intermediate grade students’ reading achievement. One hundred and ninety-five students in Grades 5 and 6 kept daily reading logs from mid-January through mid-May. A stepwise multiple regression analysis, in which standardized reading comprehension scores prior to the study served as a covariate, revealed that amount of time spent on reading during the reading period contributed significantly to gains in students’ reading achievement. Time spent on reading at home was not significantly related to reading achievement gains. Findings provide needed research support for the idea that time engaged in silent reading at school is beneficial to intermediate grade students.

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