| Baker and Scher (2002) | 65 six-year-olds (first graders) from different sociocultural backgrounds and their mothers | Children’s motivation for reading in relation to parental beliefs and home literacy experiences | Correlation and descriptive statistics | Beginning readers had generally positive views about reading, and that no differences in motivation were associated with income level, ethnicity or gender. Empirical support was provided for the distinctness of the dimensions of value, enjoyment and perceived competence |
| Bradley et al. (2001) | US children. Age birth through age 13 | Children exposed to various parental actions, including reading | Hierarchical linear modelling | Slightly stronger relations for younger as compared with older children. The strength of the associations varies by ethnicity, and poor versus non-poor children |
| Cardoso et al. (2008) | Time use survey (France, Germany and Italy) | Time allocation by parents and time allocation by youngsters | Fractional regression model, double hurdle model | Parental role models directly influence children behaviour | |
| Cheema (2018) | PISA 2009 – 65 countries | Effect of enjoyment of reading on reading achievement | General linear model | Enjoyment of reading is positively associated with reading achievement in high academic performance countries and negatively associated in case of low academic performance countries | |
| Chen (2008) | Secondary school students; samples of 9th and 12th graders of the Taiwan Education Panel Survey | Student were asked what kinds of activities they do on vacation. Those who reported reading a lot of extracurricular books were classified as avid readers | Chi-squared analysis and logistic regression | Parents and teachers do make a difference in children’s reading habits | |
| Coulon et.al. (2011) | British cohort study (2004) | Relationship between parental cognitive skill in adulthood and children cognitive and non-cognitive skills in early childhood | OLS | Parents with better numeracy and literacy in adulthood have children who perform better in early cognitive and non-cognitive tests | |
| Hemmerechts et al. (2016) | PIRLS 2006 – western European countries | Parental literacy activities with the child reading literacy by SES | Multilevel Analysis | Children with lower SES experience more late parental involvement in literacy activities that children with a higher SES | |
| Kalb and van Ours (2014) | Australia. LSAC. Children at age 4–5. | Parental reading to children | Bivariate ordered probit. Several sensitivity analyses | Positive and significant effects on reading and cognitive skills at least up to age 11 | |
| Mancini et al. (2011) | Italian Time Use Survey | Reading habit (parents – children) | OLS intergenerational-type regression | Children are more likely to read and study when they live with parents that are used to read | |
| Mullan (2010) | UKTUS 2000 – 2001 | Association between parent’s and young people’s reading | OLS | Strong association in case of household where parents read for more than 30 min per day | |
| Raikes et al. (2006) | USA. Age 14, 24 and 36 moths. | Low-income mothers reading daily to their children | Correlations and path analysis | Reciprocal relations between maternal book reading and children’s vocabulary | |
| Ritchie et al. (2015) | Twin pairs tested at 7, 9, 10, 12 and 16 years | Cross-lagged monozygotic differences design to test associations of earlier within-pair reading ability differences with subsequent intelligence differences | Correlations | The study highlights the potentially important influence of reading ability, driven by the non-shared environment, on intellectual development | |
| Sullivan and Brown (2015) | UK. 16-years-old from BCS70 | Reading and vocabulary tests | OLS | Reading is most strongly linked to progress in vocabulary, with a weaker, but still substantial link to progress in mathematics. Reading for pleasure is more strongly linked than parental education to cognitive progress in adolescence |
| Tizard et al. (1982) | Children (aged 6–7 years) in two classes in multiracial inner-city schools | For 2 years, the children regularly heard reading at home from books sent by the class teacher | Descriptive statistics and mean difference t-test | Highly significant improvement by children who received extra practice at home in comparison with control groups, but no comparable improvement by children who received extra help at school. The gains were made consistently by children of all ability levels |