It will not surprise anybody that smart kids have a tendency to read for enjoyment over their less proficient peers. However, does reading for enjoyment increase the speed of children’s learning?

Every couple of years we examine the research participants to monitor unique facets of their own lives, from education and employment to bodily and psychological health — a strategy that allows us take a look at what affects a person’s development during an extended time period.

We compared children from the identical social backgrounds that attained comparable examined skills at ages five and 10, also found that those who regularly read novels in age 10 and over once a week once they were 16 had greater test outcomes than people that read less. To put it differently, reading for enjoyment was connected to higher intellectual advancement, both in language, spelling and math. In reality, the effect has been around four times larger than that of having a parent with a postsecondary level.

However, the connection between reading for pleasure and advancement in maths might be more surprising. I’d suggest that reading additionally introduces young people to new thoughts. Together with instructing them new language, it will help them comprehend and absorb new information and theories at college. Independent reading could also encourage a more self explanatory way of learning generally.

Some individuals are worried that young people now read significantly less in their own spare timethan preceding generations. This is especially worrying because our study indicates it’s very likely to negatively impact their cognitive development. In addition, we understand that reading for enjoyment will diminish in secondary school. Our findings reveal how important it is for libraries and schools to give access to a vast assortment of publications and help young men and women discover authors they could enjoy.

Another question we asked was if the ramifications of reading for enjoyment continue into adult life. We’ll shortly have the ability to discover, due to its 1970 cohort members that were interviewed in 2012, in age 42. We requested them about their studying habits, and about many different facets of their own lives.

The analysis will continue to accompany along as they age, when we are going to have the ability to examine whether studying protects them from cognitive decline. With no extraordinary generosity of those folks, who by happenstance discover themselves in our analysis, we could not study these and other critical questions.