Catherine Keenan in Griffith Review

FOR DECADES, RESEARCH has shown that – even controlling for factors such as maternal education and socio-economic status – children who are read to from a young age have better literacy, and do better at school, than those who aren’t. And the earlier reading starts, the better. Recent research by Dr Michelle Brown using data from Growing Up in Australia: The Longitudinal Study of Australian Children showed infants whose parents read with them for eleven minutes or more per day had stronger reading, spelling and grammar skills in Years 3 and 5.

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