See current research on parent involvement and student achievement outcomes.
The effects of repeated book reading on children's early literacy and language development were examined in this meta-analysis of 16 studies including 466 child participants.
This study examined the impact of Project STAR (Sit Together and Read) on literacy skills of preschool students.
This initial small-scale study explored parent–child interactions as they read print and digital books together. How do adults and children read e-books compared to print books? How might the nature of parent-child conversations differ across platforms?
About 2.4 million children across the nation have been diagnosed with learning disabilities — but how successful is the U.S. education system in teaching these students to read?
A review of the literature on summer learning loss and summer learning programs, coupled with data from ongoing programs offered by districts and private providers across the U.S., demonstrates the potential of summer programs to improve achievement as
This report looks at trends in digital media use by young children, how to effectively use parents and librarians as partners in early learning, and recommendations for building integrated technology platforms for early education.
This meta-analysis looks at how different types of inferential book reading strategies used by adults are associated with young children's language and literacy behavior and development.
The effects of reading to infants and toddlers were examined in a meta-analysis of six intervention studies including 408 participants. Results indicated that interventions were effective in promoting the children's expressive and receptive language.
The effects of children's story retelling on early literacy and language development was examined in a meta-analysis of 11 studies including 687 toddlers and preschoolers.