Resources

"PISA is a triennial survey of the knowledge and skills of 15-year-olds. It is the product of collaboration between participating countries and economies through the Organisation for Economic Co-operation and Development (OECD), and draws on leading international expertise to develop valid comparisons across countries and cultures.

More than 400 000 students from 57 countries making up close to 90% of the world economy took part in PISA 2006. The focus was on science but the assessment also included reading and mathematics and collected data on student, family and institutional factors that could help to explain differences in performance. This report summarises the main findings."

I am always enthusiastic about the effort to measure that which is important (like reading) and therefore scrutinize reports such as these for what they might tell us. On the other hand, having authored, administered or participated in many such multinational studies, I am also very alert to issues of data integrity and comparability (are apples being compared to apples) and therefore remain cautiously skeptical about what they really can actually tell us.

In this PISA study, unfortunately, it appears that the USA did not participate in the reading section of the study. One item in particular, though, grabbed my attention.

Across the OECD area, reading performance generally remained flat between PISA 2000 and PISA 2006. This needs to be seen in the context of significant rises in expenditure levels. Between 1995 and 2004 expenditure per primary and secondary student increased by 39% in real terms, on average across OECD countries.

Time and again we have seen within the USA that, above a certain minimum, increased expenditures do not particularly correlate with improved results. Given the disparate nature of American culture and the profound freedom of choice experienced here, in education as in many other arenas, compared to other countries, it is interesting to see that this lack of correlation is true internationally as well.

Another study, this one from Scholastic, 2008 Kids & Family Reading Report and subtitled Reading in the 21st Century: Turning the Page with Technology.

I approach with my customary caution about any survey or comparative study. Pertinent details for this study are:

"In 2008, Scholastic and Yankelovich conducted a survey to examine the factors shaping children's relationship with reading now, and as we progress through the 21st century.

The key findings of the research, based on interviews with 501 children age 5-17 and their parents or guardians (1000+ total respondents) in 25 cities across the country"

While there is a reasonable amount of statement of the obvious, there are, as almost always there are, some interesting titbits.

I am not at all surprised to find the report confirming that:

High frequency readers are five times more likely than low frequency readers to say reading is extremely or very important (94% vs.18%).

On the other hand, here some interesting pieces picked randomly:

About nine in ten kids agree that they need to be strong readers to get into a good college and to get a good job.

Three in four agree that things will be "much harder" when they are grown if they are not strong
readers.

These sentiments do not vary significantly according to a child's age or gender.

High and moderate frequency readers are far more likely to read books than other printed materials.

Low frequency readers are far more likely to read magazines than books or other printed
materials.

"There aren't enough really good books for boys/girls my age." 55% Total Agree among Kids

Among children age 9-17, "having trouble finding books that I like" is among the top reasons for not reading more books for fun.

Boys are more likely than girls to have trouble finding books they like

Kids are nearly twice as likely as their parents (26% vs. 14%) to say having trouble finding books they like is a reason kids do not read more books for fun.

I thought these findings were especially pertinent.

Parents overwhelmingly view reading as the most important skill a child needs to develop; yet parents with older children believe this to a lesser degree.

Eighty-two percent of parents say they wish their child would read more books for fun.

Parents who read books for fun daily are six times more likely than low frequency reading parents to have kids who read for fun daily.

Reading at home starts young for some, but not all, children. About half of all parents begin reading to their children before their first birthday.

The percent of children who are read to daily drops from 38% among 5-8 year olds to 23% among 9-11 year olds - the same time when kids' daily reading for fun starts to decrease.

Parents employ several tactics to encourage kids to read more, such as giving books as gifts,
using movies or TV shows based on books, or encouraging kids to go online and extend the
reading experience. Parents of high frequency readers employ more tactics than parents of low
frequency readers.

Parents are a key source of books suggestions for their children, yet nearly half of all parents say they have a hard time finding information about books their child would enjoy reading.

The whole thing is worth a perusal.

"The Parent-Child Home Program, a research-proven home visiting model, prepares young children for school success by increasing language and literacy skills, enhancing social-emotional development, and strengthening the parent-child relationship."

Evaluation of the School Readiness of Parent-Child Home Program Participants: Abstract of the New York University Study of Five Long Island School Districts

"Reach Out and Read (ROR) is a national non-profit organization that promotes early literacy by giving new books to children and advice to parents about the importance of reading aloud in pediatric exam rooms across the nation."

They sponsored a study released in December, 2007 that provides some interesting statistics nationally and on a state-by-state basis regarding reading results. The Executive Summary is well worth reading and it is almost impossible not to examine the results for your particular state. Some insight and lots of interesting nuggets.

Reading Across the Nation: A Chartbook

They describe the study as follows:

Reading Across the Nation is designed as a resource for policymakers and professionals who are working to optimize the early language and literacy experiences of young children. By presenting "reading snapshots" for each state, with comparative rankings on literacy indicators, this chartbook will be a useful tool for policy makers and program planners as they consider how to make investments in the early years to enhance literacy and language development. The charts provide detailed state by state information about whether parents are meeting the basic recommendation of daily reading aloud to their children.

"Reach Out and Read (ROR) is a national non-profit organization that promotes early literacy by giving new books to children and advice to parents about the importance of reading aloud in pediatric exam rooms across the nation."

Dr. John Miller conducts an annual study of which cities in America are the most literate based on array of publicly available information. Some of the rankings just don't ring true based on my personal experience of travelling to many of these cities - and yet. Data exists to challenge our experiential assumptions. An interesting study. The most recent study is America's Most Literate Cities, 2006.

Mathematica Policy Research Inc. is a contractor that conducts a good deal of research on behalf of the Federal government on the efficacy of various health and educational programs. As such, they have a lot of research on many related childhood programs funded by the government.

The Florida Center for Reading Research was established by Governor Jeb Bush in January, 2002. It is jointly administered at Florida State University by the Learning Systems Institute and the College of Arts and Sciences.

The Florida Center for Reading Research Mission:
1. To conduct basic research on reading, reading growth, reading assessment, and reading instruction that will contribute to the scientific knowledge of reading and benefit students in Florida and throughout the nation.
2. To disseminate information about research-based practices related to literacy instruction and assessment for children in pre-school through 12th grade.
3. To conduct applied research that will have an immediate impact on policy and practices related to literacy instruction in Florida.
4. To provide technical assistance to Florida's schools and to the State Department of Education for the improvement of literacy outcomes in students from pre-K through 12th grade.