1. Home
  2. Studies
  3. Results on long-term effects based on the Socio-Economic Panel: Daily (pre-) reading improves school performance
Wido Geis-Thöne IW-Report No. 39 7. November 2019 Results on long-term effects based on the Socio-Economic Panel: Daily (pre-) reading improves school performance

It is well known and not controversial that it is very conducive to the development of children, when they initially get read out regularly and later read for themselves. Nevertheless, there are no empirical studies for Germany that prove and quantify the long-term effects.

Download PDF
Daily (pre-) reading improves school performance
Wido Geis-Thöne IW-Report No. 39 7. November 2019

Results on long-term effects based on the Socio-Economic Panel: Daily (pre-) reading improves school performance

IW-Report

Download PDF

Share this article:

or copy the following link:

The link was added to your clipboard!

It is well known and not controversial that it is very conducive to the development of children, when they initially get read out regularly and later read for themselves. Nevertheless, there are no empirical studies for Germany that prove and quantify the long-term effects.

Against this background, a multivariate analysis based on the Socio-Economic Panel (SOEP) was conducted to analyse how daily reading out at the age of six years and reading at the age of ten years affect school grades four years later as well as the transition to secondary education. In order to determine the causal relationship, it was controlled for the family background of the children, since this can influence reading behaviour as well as school success. As a result, children who read daily at the age of ten years are 10 percent more likely to attend German high-track secondary schools when they reach the age of fourteen. There is also a positive effect in the order of three percentage points for daily reading at the age of six. However, due to the large measurement inaccuracy, it cannot be completely ruled out that there is no connection at all. The situation is different when it comes to the grade in the subject German at the age of ten, which is 0.18 better for the children who got regularly read out at the age of six. If children at the age of 10 years read in their leisure time daily, their grade in German at age fourteen is by 0.21 better, which equals almost a quarter of a grade. Amounting to 0.25, the effect on the grade in the first foreign language is even slightly larger. The grades in mathematics also tend to be better for children who have been read out and who read daily.
 
In order to maximize the benefits of reading, the promotion of reading in kindergartens and primary schools should be significantly expanded. Volunteer readers are already making a major contribution here and their commitment should be further promoted. Especially, in kindergartens and schools with a large share of children with parental homes in which reading and reading out is rare, the regular staff should promote reading more and the staff should be increased accordingly. If primary school children are successfully motivated to read regularly, they are also more likely to do so in their youth. According to multivariate analyses based on the SOEP, the reading biographies have a high degree of continuity once children are able to read themselves, whereas the influence of the family background decreases with age.

 

 

Download PDF
Daily (pre-) reading improves school performance
Wido Geis-Thöne IW-Report No. 39 7. November 2019

Wido Geis-Thöne: Tägliches (Vor-) Lesen steigert die schulischen Leistungen – Ergebnisse zu den längerfristigen Effekten auf Basis des Sozio-oekonomsichen Panels

IW-Report

Download PDF

Share this article:

or copy the following link:

The link was added to your clipboard!

More on the topic

Read the article
Regulations for School and Kindergarten Attendance in the Pandemic in Comparison to Other German States
Susanna Kochskämper / Christine Arentz IW-Policy Paper No. 23 21. October 2020

You little children are coming?

In addition to the goals of infection prevention and the avoidance of overloading the capacities of the health care system, the avoidance of daycare, kindergarden and school closures is another goal of the current German policy in the corona pandemic.

IW

Read the article
Wido Geis-Thöne IW-Report No. 15 20. April 2020

Domestic Environment During the Crisis: Some of the Children Need More Support

In the Corona crisis, the domestic living environment has become increasingly important for the activity and development opportunities of children in Germany. In most cases, the situation is good, as shown by an own evaluation of the Socio-Economic Panel ...

IW

More about this topic

Content element with id 8880 Content element with id 9713