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Cited by 100Reading and Literacy DevelopmentParental Involvement in EducationEarly Childhood Education and Development

The DOI matches its Crossref record; 5 of the 5 references it cites were found in a registry or an index.

The Effect of Mother–Child Reading Time on Children's Reading Skills: Evidence From Natural Within-Family Variation

Price, Joseph, Kalil, Ariel·2019·Child Development
DOI 10.1111/cdev.13137
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Abstract

Children's exposure to book reading is thought to be an influential input into positive cognitive development. Yet there is little empirical research identifying whether it is reading time per se, or other factors associated with families who read, such as parental education or children's reading skill, that improves children's achievement. Using data on 4,239 children ages 0-13 of the female respondents of the 1979 National Longitudinal Survey of Youth, this study applies two different methodologies to identify the causal impact of mother-child reading time on children's achievement scores by controlling for several confounding child and family characteristics. The results show that a 1 SD increase in mother-child reading time increases children's reading achievement by 0.80 SDs.

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Crossref · 10.1111/cdev.13137

Cites

5 of 5 references verified0 citation errors · 0 not checkable

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Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

  • In Price & Kalil (2019), an increase in reading time (1 SD) increased children's reading achievement (by 0.8 SD).

    “The study found that an increase in reading time (of 1 standard deviation) increased children’s reading achievement (by 0.8 standard deviations).”

    From Stories in Action. (2022) · cites this paper as Price & Kalil, 2019

Citations

Cites

Flagged first, then by citations

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Cited by

Sorted by citations

  • Stories in Action.

    Walsh, J., Vaida, N., Coman, A., & Fiske, S. T. (2022) · Psychological Science in the Public Interest · doi:10.1177/15291006231161337 · Cited by 26

    “17 People use stories to teach children how to read (Price & Kalil, 2019), as scaffolding to impart lessons on norms and morality (Baumeister et al., 2004; Walker & Lombrozo, 2017), and to explain how the natural world works (Dahlstrom, 2014).”
    Background

Metadata

Authors
Price, J., & Kalil, A.
Affiliations
  • Brigham Young University (US)
  • University of Chicago (US)
Corresponding author
Price, Joseph
ORCID
Venue
Child Development
Publisher
Oxford University Press (OUP)
Published
2019-11-01
Volume
90
Issue
6
Pages
e688-e702
ISSN
  • 0009-3920 (ISSN-L)
  • 1467-8624
DOI
10.1111/cdev.13137
OpenAlex
W2889372174
Cited by
100
References
5
Citations by year
2026: 10 · 2025: 16 · 2024: 9 · 2023: 22 · 2022: 17 · 2021: 14 · 2020: 10 · 2019: 2
FWCI
12.78
Type
journal article
Language
en
Open access
closed
Licence
Locations
  • Child Development (publishedVersion)
  • PubMed (publishedVersion)
Topics
  • Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
  • Social Sciences › Education › Parental Involvement in Education
  • Social Sciences › Education › Early Childhood Education and Development
Keywords
parental reading, reading skills, cognitive development, within-family variation, parental education, family environment
MeSH terms
Academic Success, Adolescent, Child, Child, Preschool, Female, Humans, Infant, Longitudinal Studies, Male, Mother-Child Relations, Reading, Parenting

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