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Key findings track growth in early reading aloud, disparities in book availability across frequent readers and low-income and diverse households, and perceptions of what “diversity” means in children’s books. The report also examines summer reading awareness, the summer slide, and ongoing difficulties families face finding books children 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for reading.”  \n—Mother, 1-year-old girl, MI  \nTABLE OF CONTENTS  \nA Letter from the CEO of Scholastic................................................................................................2  \nKey Findings...........................................................................................................................................4  \nSECTION 1: What Kids & Parents Want in Children’s Books .....................................................8  \nSECTION 2: Reading Books for Fun .............................................................................................. 26  \nSECTION 3: Reading Aloud ............................................................................................................. 46  \nSECTION 4: Summer Reading ........................................................................................................ 60  \nSECTION 5: Favorite Children’s Books......................................................................................... 76  \nAppendix A: Methodology .............................................................................................................. 92  \nAppendix B: Demographics of the Sample ................................................................................. 94  \nAppendix C: Subgroup Sample Sizes ........................................................................................... 96  \nAppendix D: Expanded Survey Responses .................................................................................. 98  \n1  \nA LETTER FROM THE CEO OF SCHOLASTIC  \nWELCOME  \nIt has been 10 years since we first released the Kids & Family Reading Report™, Scholastic’s biannual study of children’s and parents’ attitudes and behaviors around reading. In the decade since, much has changed in the research on reading aloud starting at birth, discussions around access to books and diversity in children’s books, and efforts to promote summer reading. Yet despite knowing that all families want their children to succeed, not all realize that books and reading both improve children’s academic skills and critical thinking abilities, as well as help children develop empathy and compassion.  \nTo continue to drive conversations about kids’ reading and the power of books, we are pleased to share with you the findings from the Kids & Family Reading Report: 6th Edition. This research provides both reasons to celebrate as well as a strong motivation to continue working to ensure that all children are able to read the books they love every day.  \nAmong the most positive findings we see the impact of the recent movement to encourage families to begin reading aloud to their children at birth and to keep going as their children get older. Previously, we found 30% of parents with children ages 0–5 reported reading to their child before three months old. Today, 40% of  \nparents do. The percentage of families reading aloud to young children 5–7 days a week has also increased among families with kids ages 3–5 (55% to 62%), yet we still find many parents read less often to children older than 5, with another steep drop-off occurring at age 8.  \nWhile starting to read aloud early matters, we know that having books at home also makes a difference in kids’ reading lives. The report verifies that the homes of frequent readers have far more children’s books than the homes of infrequent readers, and a similar disparity exists in low-income homes and the homes of AfricanAmerican and Hispanic families. This is a strong call to action to ensure we are all working hard to get books into the hands of every child.  \nWe also wanted to better understand what diversity in children’s books means to parents, as well as what types of characters kids and parents look for in kids’ books. Parents shared with us that when they consider the mean","cbCaiefaLQVYVDdf","https://ap.wps.com/l/cbCaiefaLQVYVDdf","pdf",3327029,117,"English","# A Letter from the CEO of Scholastic\n# Key Findings\n# Section 1: What Kids & Parents Want in Children’s Books\n# Section 2: Reading Books for Fun\n# Section 3: Reading Aloud\n# Section 4: Summer Reading\n# Section 5: Favorite Children’s Books\n# Appendix A: Methodology\n# Appendix B: Demographics of the Sample\n# Appendix C: Subgroup Sample Sizes\n# Appendix D: Expanded Survey Responses","[{\"question\":\"What changes does the report describe since the first Kids \\u0026 Family Reading Report?\",\"answer\":\"It notes changes in research on reading aloud from birth, in discussions about access to books and diversity, and in efforts to promote summer reading.\"},{\"question\":\"How does the report explain the impact of reading aloud for young children?\",\"answer\":\"It reports increased parent reading-aloud rates and emphasizes that books and reading support academic skills, critical thinking, and development of empathy and compassion.\"},{\"question\":\"What does the report say about diversity in children’s books?\",\"answer\":\"Parents define diversity as including people and experiences different from their child, various cultures and customs, differently-abled people, people of color, and LGBTQ people, and the report identifies where kids’ interest aligns or differs.\"}]","KIDS & FAMILY READING REPORT - 6TH EDITION - REPORT TM | PDF",1792057889,295]