The Impact of Free Voluntary Reading an a Child's Future Success

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The Impact of Reading on a Child's Future Success


You know reading is important. But just HOW important? Read the following from researcher Stephen Krashen. Stephen refers to "reading what you want and because you want to" as Free Voluntary Reading (FVR). No book reports, no questions at the end of a chapter, just READING.

  • Free Voluntary Reading (FVR) almost always results in better, stronger readers than reading programs such as sustained silent reading and accelerated reader. A few studies show an equal effect, but no studies show a lower effect.
  • The relationship between FVR and literacy development is not large in every study, but is remarkable consistent (which is unusual for multiple studies of anything). A positive correlation is shown  even when different tests administer the effects.
  • Children who participate in FVR have stronger vocabularies, grammar, and oral language. 
  • Children in 1st grade who read a lot had greater vocabularies than high school students who do not read.
  • Children who participate in FVR are better spellers, since they are seeing many more words in print than children who do not read.
  • Children who participate in FVR have higher test scores.
  • Shin's 2001 study showed students below grade level who participated in FVR for 1.5 hours a day for 6 weeks gained 5 months of reading. One test showed over 1 year gain.
  • Providing access to books through a library can offset the negative impact of poverty.
  • When children read just 5 books over the summer, they gain 3 percentiles in reading. 
  • Students who participate in FVR increase in their writing ability.
  • Of 150 possible predictors of high reading scores, free reading came in 2nd. The 3rd best predictor was amount of free reading time given in the classroom.
  • Mastery of complex language structures is a result of reading.
  • Babies as young as 6 months, when put to bed with board books, have a greater chance of becoming a reader.
  • Bedtime reading is an excellent habit. It first arouses then relaxes children.
  • 17-year-olds who know more have read more
  • Children master reading by reading large amounts of various books.
  • Contrary to popular opinion there is no decline in interest in reading as children get older. Older children and adolescents have more time pressure than younger children do, and have other interests, but interest in reading remains strong.
  • Children who read more have more access to books in the home. So, more books = more reading

IF ONLY HALF OF THE BULLET POINTS ARE TRUE, WOULD IT NOT MAKE SENSE TO ENSURE OUR CHILDREN ARE READING???

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