Reading to Young Children: A Head-Start in Life?
AbstractThis 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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Bibliographic InfoPaper provided by Institute for the Study of Labor (IZA) in its series IZA Discussion Papers with number 7416.
Length: 45 pages
Date of creation: May 2013
Date of revision:
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Other versions of this item:
- Guyonne Kalb & Jan C. van Ours, 2013. "Reading to Young Children: A Head-Start in Life?," Melbourne Institute Working Paper Series wp2013n17, Melbourne Institute of Applied Economic and Social Research, The University of Melbourne.
- Kalb, Guyonne & van Ours, Jan C, 2013. "Reading to young children: a head-start in life?," CEPR Discussion Papers 9485, C.E.P.R. Discussion Papers.
- Kalb, G. & Ours, J.C. van, 2013. "Reading to Young Children: A Head-Start in Life?," Discussion Paper 2013-029, Tilburg University, Center for Economic Research.
- C26 - Mathematical and Quantitative Methods - - Single Equation Models; Single Variables - - - Instrumental Variables (IV) Estimation
- I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
- J24 - Labor and Demographic Economics - - Demand and Supply of Labor - - - Human Capital; Skills; Occupational Choice; Labor Productivity
This paper has been announced in the following NEP Reports:
- NEP-ALL-2013-06-09 (All new papers)
- NEP-CBE-2013-06-09 (Cognitive & Behavioural Economics)
- NEP-DEM-2013-06-09 (Demographic Economics)
- NEP-EDU-2013-06-09 (Education)
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