Reading when the sun does not shine: The effect of reading on children’s academic performance

Research output: Contribution to journalJournal articleResearchpeer-review

Standard

Reading when the sun does not shine : The effect of reading on children’s academic performance. / Blaabæk, Ea Hoppe.

In: Research in Social Stratification and Mobility, Vol. 67, 06.2020, p. 100485.

Research output: Contribution to journalJournal articleResearchpeer-review

Harvard

Blaabæk, EH 2020, 'Reading when the sun does not shine: The effect of reading on children’s academic performance', Research in Social Stratification and Mobility, vol. 67, pp. 100485. https://doi.org/10.1016/j.rssm.2020.100485

APA

Blaabæk, E. H. (2020). Reading when the sun does not shine: The effect of reading on children’s academic performance. Research in Social Stratification and Mobility, 67, 100485. https://doi.org/10.1016/j.rssm.2020.100485

Vancouver

Blaabæk EH. Reading when the sun does not shine: The effect of reading on children’s academic performance. Research in Social Stratification and Mobility. 2020 Jun;67:100485. https://doi.org/10.1016/j.rssm.2020.100485

Author

Blaabæk, Ea Hoppe. / Reading when the sun does not shine : The effect of reading on children’s academic performance. In: Research in Social Stratification and Mobility. 2020 ; Vol. 67. pp. 100485.

Bibtex

@article{ef5456840b984f35a2623615c5746677,
title = "Reading when the sun does not shine: The effect of reading on children’s academic performance",
abstract = "Does reading affect children’s academic performance? Drawing on Scholarly Culture Theory, I hypothesize that children’s reading outside of school fosters skills that enhance their academic performance. The main inferential challenge is that children who read more are likely to have other characteristics that enhance their skills, thereby complicating causal interpretation. To address this challenge, I use cross-time variation in the amount of sunshine that children are exposed to as a natural experiment that affects whether they read, but that I argue has no direct effect on their academic performance. I hypothesize that sunshine affects whether children read or not more in families with more scholarly culture (books and newspaper in the home) and higher socioeconomic status (SES) because these children have the necessary skills, means and motivations to take up reading when the sun shines less. Empirical results based on analyses of time-diary data from the Panel Study of Income Dynamics – Child Development Supplement show that (1) children who were exposed to more sunshine were less likely to read and (2) reading has a positive effect on reading, but not math, test scores.",
keywords = "Faculty of Social Sciences, Reading, Academic performance, Scholarly culture theory, Instrumental variables",
author = "Blaab{\ae}k, {Ea Hoppe}",
year = "2020",
month = "6",
doi = "10.1016/j.rssm.2020.100485",
language = "English",
volume = "67",
pages = "100485",
journal = "Research in Social Stratification and Mobility",
issn = "0276-5624",
publisher = "Elsevier",

}

RIS

TY - JOUR

T1 - Reading when the sun does not shine

T2 - The effect of reading on children’s academic performance

AU - Blaabæk, Ea Hoppe

PY - 2020/6

Y1 - 2020/6

N2 - Does reading affect children’s academic performance? Drawing on Scholarly Culture Theory, I hypothesize that children’s reading outside of school fosters skills that enhance their academic performance. The main inferential challenge is that children who read more are likely to have other characteristics that enhance their skills, thereby complicating causal interpretation. To address this challenge, I use cross-time variation in the amount of sunshine that children are exposed to as a natural experiment that affects whether they read, but that I argue has no direct effect on their academic performance. I hypothesize that sunshine affects whether children read or not more in families with more scholarly culture (books and newspaper in the home) and higher socioeconomic status (SES) because these children have the necessary skills, means and motivations to take up reading when the sun shines less. Empirical results based on analyses of time-diary data from the Panel Study of Income Dynamics – Child Development Supplement show that (1) children who were exposed to more sunshine were less likely to read and (2) reading has a positive effect on reading, but not math, test scores.

AB - Does reading affect children’s academic performance? Drawing on Scholarly Culture Theory, I hypothesize that children’s reading outside of school fosters skills that enhance their academic performance. The main inferential challenge is that children who read more are likely to have other characteristics that enhance their skills, thereby complicating causal interpretation. To address this challenge, I use cross-time variation in the amount of sunshine that children are exposed to as a natural experiment that affects whether they read, but that I argue has no direct effect on their academic performance. I hypothesize that sunshine affects whether children read or not more in families with more scholarly culture (books and newspaper in the home) and higher socioeconomic status (SES) because these children have the necessary skills, means and motivations to take up reading when the sun shines less. Empirical results based on analyses of time-diary data from the Panel Study of Income Dynamics – Child Development Supplement show that (1) children who were exposed to more sunshine were less likely to read and (2) reading has a positive effect on reading, but not math, test scores.

KW - Faculty of Social Sciences

KW - Reading

KW - Academic performance

KW - Scholarly culture theory

KW - Instrumental variables

U2 - 10.1016/j.rssm.2020.100485

DO - 10.1016/j.rssm.2020.100485

M3 - Journal article

VL - 67

SP - 100485

JO - Research in Social Stratification and Mobility

JF - Research in Social Stratification and Mobility

SN - 0276-5624

ER -

ID: 236220691