Reading Statistics:

The NAEP 2000 national reading assessment of fourth-grade students found the following:
  • Reading for fun had a positive relationship to performance on the NAEP reading scores. The 87% of students who reported reading for fun on their own time once a month or more performed at the Proficient level, while students who never or hardly ever read for fun performed at the Basic level. Students who read for fun every day scored the highest.
  • Findings also showed higher than average scores among students who reported more types of reading material at home. The 68% of students who had three or more different types of reading materials at home performed at the Proficient level, while students who had two or fewer types of reading material at home performed at the Basic level. Students who had 4 types of reading material at home performed the highest.
  • Students who discussed their studies at home, however frequently, had higher average reading scores than students who reported never discussing their studies at home. The 83% of students who discussed their studies once a month or more at home performed at the Proficient level, compared to students who never or hardly ever discussed their studies at home and performed at the Basic level.
  • Results from the NAEP assessment also show that watching many hours of TV has a negative relationship to reading performance. The 18% of students who reported watching six hours or more of television each day performed at the Basic level, while students who watched 5 hours or less a day performed at the Proficient level. Students who said they watch three hours or less a day scored the highest.



“The amount of leisure reading and reading achievement are correlated. Children who score at the 90th percentile on a reading test spent five times as many minutes per day reading books as children at the 50th percentile.” (Anderson, Fielding & Wilson, 1988)