“It is worth emphasizing that the most important single activity to promote reading is reading. . . Several studies have shown that having students read an additional 280,000 words per year can mean the difference between scoring at the 20th percentile and scoring at the 50th.” (Schmoker, 2001).
Krashen (2004) reminds us that numerous research studies have shown time spent in wide reading improves the comprehension skills, background knowledge, vocabulary, fluency and writing of our children.
Stahl (2004, p. 190)says the formula is simple, the more time students spend with “eyes on text,” the better readers they will become (Stahl 2004 p. 190).
Cunningham and Stanovich (2001) found that the volume of reading done by a child not only is an indicator of ability; but the act of reading actually contributes to cognitive growth.
Cunningham, A. E., & Stanovich, K. E. (2001). What Reading Does for the Mind. Journal of Direct Instruction, 1(2), 137-149.
Krashen, S. D. (2004). The power of reading: insights from the research (2nd ed.). Westport, CT: Libraries Unlimited.
Schmoker, M. (2001, October 24). Published Articles by Dr. Mike Schmoker – The ˜Crayola Curriculum”- Education Week. Mike Schmoker – School and District Improvement, Assessment, Curriculum and Staff Development. Retrieved May 2, 2013, from http://mikeschmoker.com/crayola-curriculum.html
Stahl, S. (2004). What do we know about fluency? Findings of the National Reading Panel.. The voice of evidence in reading research (pp. 187-211). Baltimore, MD: P.H. Brookes Publishing.