MY BOOKS

Children from a literacy-rich home environment enter school with more knowledge of reading than other children. (National Center for Education Statistics)

Twenty minutes of daily trade reading beyond the regular reading program significantly increases student reading achievement. (Yankelovich, 2008)

Findings show higher-than-average scores among students who reported more types of reading material at home:

  • 68% of students who had three or more different types of reading materials at home performed at the proficient level
  • Students with two or fewer types performed at the basic level
  • Students with four types of reading material at home performed at the  highest level (Donahue, et al. 2001)

Children with greater access to books and other print materials express more enjoyment of books, reading, and academics. (Children's Access to Print Material and Education Related Outcomes)

Reading volume - the amount of reading that students do in and out of school—has significant impact upon word recognition, spelling, vocabulary development, reading comprehension, and general knowledge. (Scholastic Classroom Books Compendium of Research)

MY BOOKS SUMMER

Summer learning shortfall experienced by low-income children in the elementary grades has consequences that reverberate throughout children?s schooling, and can impact whether a child ultimately earns a high-school diploma and continues on to college. (Alexander et al, 2007)

Two-thirds of the achievement gap between lower- and higher-income youth can be explained by unequal access to summer learning opportunities. (Alexander et al, 2007)

New research indicates that sending books home with children over the summer yields greater achievement gain and is less expensive and less extensive than providing summer school or engaging in comprehensive school reform. (Allington, Richard and McGill-Franze, A. Educational Leadership, April 2008)

The amount of reading done out of school is consistently related to gains in reading achievement. (National Institute of Education, 1988)

The amount and quality of students? access to reading materials is substantively related to the amount of reading they engage in, which in turn is the most important determinant of reading achievement. (McQuillan, 1998)