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KIDS &
FAMILY
READING
REPORT
6TH EDITION
TM
“I like the togetherness that we have when reading
and I believe it will encourage her to have a love for reading.”
—Mother, 1-year-old girl, MI
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A Letter from the CEO of Scholastic2
Key Findings .......4
SECTION 1: What Kids & Parents Want in Children’s Books .....8
SECTION 2: Reading Books for Fun ..........26
SECTION 3: Reading Aloud .46
SECTION 4: Summer Reading ........60
SECTION 5: Favorite Children’s Books .....76
Appendix A: Methodology ..92
Appendix B: Demographics of the Sample .........94
Appendix C: Subgroup Sample Sizes .......96
Appendix D: Expanded Survey Responses ..........98
TABLE OF CONTENTSW
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It has been 10 years since we frst released the Kids &
Family Reading Report, Scholastic’s biannual study of
children’s and parents’ attitudes and behaviors around
reading. In the decade since, much has changed in the
research on reading aloud starting at birth, discussions
around access to books and diversity in children’s books,
and eforts to promote summer reading. Yet despite
knowing that all families want their children to succeed,
not all realize that books and reading both improve
children’s academic skills and critical thinking abilities, as
well as help children develop empathy and compassion.
To continue to drive conversations about kids’ reading
and the power of books, we are pleased to share with
you the fndings from the Kids & Family Reading Report:
6th Edition. This research provides both reasons to
celebrate as well as a strong motivation to continue
working to ensure that all children are able to read the
books they love every day.
Among the most positive fndings we see the impact of
the recent movement to encourage families to begin
reading aloud to their children at birth and to keep
going as their children get older. Previously, we found
30% of parents with children ages 0–5 reported reading
to their child before three months old. Today, 40% of
parents do. The percentage of families reading aloud
to young children 5–7 days a week has also increased
among families with kids ages 3–5 (55% to 62%), yet we
still fnd many parents read less often to children older
than 5, with another steep drop-of occurring at age 8.
While starting to read aloud early matters, we know
that having books at home also makes a diference in
kids’ reading lives. The report verifes that the homes of
frequent readers have far more children’s books than
the homes of infrequent readers, and a similar disparity
exists in low-income homes and the homes of African-
American and Hispanic families. This is a strong call to
action to ensure we are all working hard to get books
into the hands of every child.
We also wanted to better understand what diversity
in children’s books means to parents, as well as
what types of characters kids and parents look for in
kids’ books. Parents shared with us that when they
consider the meaning of diversity in books for children
and teens, they believe these books include “people
and experiences diferent than those of my child”
(73%), “various cultures, customs or religions” (68%),
“diferently-abled people” (51%), “people of color”
(47%), and “LGBTQ people” (21%). We also found aboutA LETTER FROM THE CEO OF SCHOLASTIC
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