Abstract
Sixty-three 5th-grade children completed daily-activity diaries indicating how they spent their nonschool time for 15 days. From these diaries, estimates of the minutes per day that were spent in various activities were derived. The estimate of book-wading time from the activity diary correlated with new measures of individual differences in exposure to print that use a checklist-with-foils logic and that have very brief administration times. Both diary-estimated and checklist-estimated book reading predicted a variety of verbal outcome measures, but estimates of television watching did not
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