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They report enjoying reading, often have parents who are frequent readers, and are more likely to see stronger school results.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What does the report say about independent reading time in school?",{"text":68,"@type":64},"Teachers widely support independent reading, but only 33% of children ages 6–17 report having designated time to read independently every or almost every school day. The report notes this limited access affects children from lower-income homes most.",{"name":70,"@type":61,"acceptedAnswer":71},"Why is reading aloud emphasized, and what ages does the report connect to long-term outcomes?",{"text":72,"@type":64},"Reading aloud is described as both a bonding experience and a predictor of becoming a frequent reader. 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Scholastic ............................................................................................................................................................... 2  \nKey Findings .................................................................................................................................................................................................................. 4  \nSection I: The State of Kids & Reading............................................................................................................................................................ 8  \nSpotlight: What Makes Frequent Readers......................................................................................................................................... 23  \nSection II: Reading Aloud at Home ................................................................................................................................................................. 30  \nSpotlight: Reading with Kids from Birth .............................................................................................................................................. 36  \nSection III: Reading in School............................................................................................................................................................................ 44  \nSpotlight: Kids’ Use of Their Reading Level ....................................................................................................................................... 52  \nSection IV: What Kids Want in Books ............................................................................................................................................................ 56  \nSpotlight: Print Books in a Digital World ............................................................................................................................................. 68  \nAppendix A: Methodology .................................................................................................................................................................................. 78  \nAppendix B: Demographics of the Sample................................................................................................................................................. 80  \nAppendix C: Subgroup Sample Sizes ............................................................................................................................................................ 82  \nAppendix D: Expanded Survey Responses ................................................................................................................................................ 84  \n1 | TABLE OF COnTEnTS  \nA Letter from the CEO of Scholastic  \nI am pleased to share with you the fifth edition of the Kids & Family Reading Report™—a biannual survey of attitudes of children and parents toward reading.  \nThe latest research touches on reading aloud to children of all ages, the impact of reading independently for fun at school and at home, the importance of frequent reading, and the books children want most to read.  \nReading Frequency  \nFrequent readers are defined as children who read books for fun 5 or more days a week, compared to infrequent readers, who read less than one day a week. Children who read frequently say they enjoy reading, have parents who are frequent readers, and strongly believe that reading for fun is important. Among older frequent readers, this can lead to reading up to eight times as many books annually as infrequent readers, and, in my view, to stronger results in school.  \nIndependent Reading  \nWe know from the work we do with teachers that independent reading is supported widely by teachers. Our research found that 33% of children ages 6 to 17 say their class has a designated time during the school day to read inde","cbCaifte3NKvqZgQ","https://ap.wps.com/l/cbCaifte3NKvqZgQ","pdf",3866744,108,"English","# A Letter from the CEO of Scholastic\n## Key Findings\n# Section I: The State of Kids & Reading\n## Spotlight: What Makes Frequent Readers\n# Section II: Reading Aloud at Home\n## Spotlight: Reading with Kids from Birth\n# Section III: Reading in School\n## Spotlight: Kids’ Use of Their Reading Level\n# Section IV: What Kids Want in Books\n## Spotlight: Print Books in a Digital World\n# Appendix A: Methodology\n# Appendix B: Demographics of the Sample\n# Appendix C: Subgroup Sample Sizes\n# Appendix D: Expanded Survey Responses","[{\"question\":\"How does the report define frequent readers, and what outcomes are linked to them?\",\"answer\":\"Frequent readers are children who read for fun 5 or more days a week. 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