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Reading to Young Children: A Head-Start in Life?

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  • Guyonne Kalb

    ()
    (Melbourne Institute of Applied Economic and Social Research, The University of Melbourne; and Institute for the Study of Labor (IZA))

  • Jan C. van Ours

    (Department of Economics and CentER, Tilburg University; Department of Economics, The University of Melbourne; CESifo (Munich); Centre for Economic Policy Research (London); and Institute for the Study of Labor (IZA))

Abstract

This paper investigates the importance of parents reading to their young children. Using Australian data we find that parental reading to children at age 4 to 5 has positive and significant effects on reading skills and cognitive skills of these children at least up to age 10 or 11. Our findings are robust to a wide range of sensitivity analyses.

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File URL: http://www.melbourneinstitute.com/downloads/working_paper_series/wp2013n17.pdf
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Bibliographic Info

Paper provided by Melbourne Institute of Applied Economic and Social Research, The University of Melbourne in its series Melbourne Institute Working Paper Series with number wp2013n17.

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Length: 45pp
Date of creation: May 2013
Date of revision:
Handle: RePEc:iae:iaewps:wp2013n17

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Postal: Melbourne Institute of Applied Economic and Social Research, The University of Melbourne, Victoria 3010 Australia
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Web page: http://www.melbourneinstitute.com/
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Keywords: Reading to children; reading skills; other cognitive skills;

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  1. Cunha, Flavio & Heckman, James J. & Lochner, Lance, 2006. "Interpreting the Evidence on Life Cycle Skill Formation," Handbook of the Economics of Education, Elsevier.
  2. Canoy, Marcel & van Ours, Jan C. & van der Ploeg, Frederick, 2006. "The Economics of Books," Handbook of the Economics of Art and Culture, Elsevier.
  3. Feinstein, Leon & Symons, James, 1999. "Attainment in Secondary School," Oxford Economic Papers, Oxford University Press, vol. 51(2), pages 300-321, April.
  4. Flavio Cunha & James J. Heckman, 2008. "Formulating, Identifying and Estimating the Technology of Cognitive and Noncognitive Skill Formation," Journal of Human Resources, University of Wisconsin Press, vol. 43(4).
  5. Anna Laura Mancini & Chiara Monfardini & Silvia Pasqua, 2011. "On Intergenerational Transmission of Reading Habits in Italy: Is a Good Example the Best Sermon?," Carlo Alberto Notebooks 218, Collegio Carlo Alberto.
  6. Sandra E. Black & Paul J. Devereux & Kjell G. Salvanes, 2005. "The More the Merrier? The Effect of Family Size and Birth Order on Children's Education," The Quarterly Journal of Economics, MIT Press, vol. 120(2), pages 669-700, May.
  7. Heckman, James J. & Masterov, Dimitriy V., 2007. "The Productivity Argument for Investing in Young Children," IZA Discussion Papers 2725, Institute for the Study of Labor (IZA).
  8. David Roodman, 2011. "Fitting fully observed recursive mixed-process models with cmp," Stata Journal, StataCorp LP, vol. 11(2), pages 159-206, June.
  9. Helen Raikes & Gayle Luze & Jeanne Brooks-Gunn & H. Abigail Raikes & Barbara Alexander Pan & Catherine S. Tamis-LeMonda & Jill Constantine & Louisa Banks Tarullo & Eileen T. Rodriguez, 2006. "Mother-Child Bookreading in Low-Income Families: Correlates and Outcomes During the First Three Years of Life," Mathematica Policy Research Reports 5039, Mathematica Policy Research.
  10. Jonathan Sandy & Kevin Duncan, 2010. "Examining the achievement test score gap between urban and suburban students," Education Economics, Taylor & Francis Journals, vol. 18(3), pages 297-315.
  11. Petra E. Todd & Kenneth I. Wolpin, 2003. "On The Specification and Estimation of The Production Function for Cognitive Achievement," Economic Journal, Royal Economic Society, vol. 113(485), pages F3-F33, February.
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