Abstract
This paper examines the hypothesis that parents exaggerate their reading with children aged 3 to 5 when asked typical single-item questions and that the extent of exaggeration is greater for better-educated parents. It examines differences in parental reporting of reading to children that may result from differences in response bias. It examines whether differences in reading with children by race/ethnicity, income, and family structure holdup after controlling for maternal education and other factors. Finally, it examines whether any bias we find affects the relationship between reading and achievement test scores. Data are from the Child Development Supplement to the Panel Study of Income Dynamics, a nationally representative sample of children and their parents who were asked detailed questions about their lives and activities in 1997.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.