The humanities are fundamentally (though not exclusively) about language, and substantial evidence supports the idea that early experience with reading prepares young children for later success as students. Family members often provide the first reading experience for children, and their involvement thus serves as an important indicator of future achievement. The analysis that follows focuses on the relationship between a mother’s education and reading to young children but presents data for additional characteristics, including income, mother’s employment status, and child’s race/ethnicity.

V-02a: Percentage of Children Ages 3–5* Who Were Read to at Least Three Times in the Previous Week by a Family Member, by Selected Characteristics, 1993–2012

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* Limited to children who had yet to enter kindergarten. Not all year-to year changes are statistically significant at the 5% level. See for the standard errors associated with the estimates depicted in the graphs.
** Including vocational/technical/associate’s degree.

Source: Federal Interagency Forum on Child and Family Statistics, America’s Children: Key National Indicators of Well-Being, 2016 (Washington, DC: Government Printing Office, 2016).

This indicator draws on data from the National Center for Education Statistics’ National Household Education Surveys Program.

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