ERIC Number: ED229748
Record Type: RIE
Publication Date: 1983-Apr
Reference Count: 0
Television and Reading Achievement: A Secondary Analysis of Data from the 1979-80 National Assessment of Educational Progress.
During the 1979-80 school year, the National Assessment of Educational Progress (NAEP) surveyed approximately 29,000 nine-year-old students regarding attitudes and achievement in reading and literature. Findings from this study were used for an analysis of the relationship between reading achievement and television viewing. The following background questions were selected for analysis: (1) How much television did you watch yesterday? (2) Is English the language spoken most often in your home? (3) Does your family get a newspaper regularly? (4) Are there more than 25 books in your home? (5) Is there an encyclopedia in your home? and (6) Did your father graduate from college or university? Results indicated that there was a curvilinear relationship between amount of viewing and achievement, in which moderate amounts of viewing were associated with higher achievement. There was a threshold amount of viewing (five or six hours per day) beyond which there were sharp decreases in achievement. This curvilinear relationship interacted with social class to result in a mainstreaming effect. That is, achievement of disadvantaged students increased more with moderate amounts of viewing and decreased less with large amounts than that of advantaged students. The consequence of this was a lessening of the differences in achievement between advantaged and disadvantaged students with greater amounts of viewing. (Author/HOD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: National Assessment of Educational Progress
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Canada, April 11-15, 1983).