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Oxford Review of Education Volume 46, 2020 - Issue 5
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Research Article

Does it matter what children read? New evidence using longitudinal census data from Spain

John Jerrima Department of Social Science, UCL Institute of Education, University College London, London, UKCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0001-5705-7954View further author information
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Luis Alejandro Lopez-Agudob Departamento de Economía Aplicada (Estadística y Econometría), Facultad de Ciencias Económicas y Empresariales, Universidad de Málaga, Málaga, EspañaORCID Iconhttps://orcid.org/0000-0002-0906-3206View further author information
ORCID Icon &
Oscar D. Marcenaro-Gutierrezb Departamento de Economía Aplicada (Estadística y Econometría), Facultad de Ciencias Económicas y Empresariales, Universidad de Málaga, Málaga, EspañaORCID Iconhttps://orcid.org/0000-0003-0939-5064View further author information
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Pages 515-533 | Published online: 27 Feb 2020

Citations (16)

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Read on this site (3)

Laura Scholes. (2024) Year 3 boys’ and girls’ enjoyment for reading across economic demographics in Australia. Implications for boys and students from lower SES communities. International Journal of Inclusive Education 28:5, pages 509-524.
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Mark Innes. (2022) The micro-politics of the enactment of a school literacy policy. Oxford Review of Education 48:1, pages 63-77.
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Teresa Cremin & Laura Scholes. Reading for pleasure: scrutinising the evidence base – benefits, tensions and recommendations. Language and Education 0:0, pages 1-23.
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Articles from other publishers (13)

Martin O’Flaherty, Tania King & Anne Kavanagh. (2024) Coming of Age on the Margins: A Life Course Perspective on the Time Use of Australian Adolescents with Disabilities. Social Forces 102:4, pages 1608-1628.
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Hildegunn Støle & Åse Kari H. Wagner. 2024. Tid for lesing!. Tid for lesing! 242 248 .
Hildegunn Støle & Olaug Strand. 2024. Tid for lesing!. Tid for lesing! 55 76 .
Natalia Kucirkova. (2022) The explanatory power of sensory reading for early childhood research: The role of hidden senses. Contemporary Issues in Early Childhood 25:1, pages 93-109.
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Maximilian Pfost & Nora Heyne. (2023) Joint book reading, library visits and letter teaching in families: relations to parent education and children’s reading behavior. Reading and Writing 36:10, pages 2627-2647.
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Simpson W. L. Wong, Wang-On Li & Anisa Cheung. (2022) Graphic novel reading comprehension in Chinese children with developmental language disorder (DLD). Reading and Writing 36:7, pages 1631-1649.
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Jie Hu, Ge Yan, Xu Wen & Yanyu Wang. (2023) Gender differences in reading medium, time, and text types: Patterns of student reading habits and the relation to reading performance. Reading and Writing.
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Franziska Maria Locher & Maik Philipp. (2023) Measuring reading behavior in large-scale assessments and surveys. Frontiers in Psychology 13.
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Alice Bertoletti, Marta Cannistrà, Melisa Diaz Lema, Chiara Masci, Anna Mergoni, Lidia Rossi & Mara Soncin. (2023) The Determinants of Mathematics Achievement: A Gender Perspective Using Multilevel Random Forest. Economies 11:2, pages 32.
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Kim Van Ammel, Koen Aesaert, Fien De Smedt & Hilde Van Keer. (2021) Skill or will? The respective contribution of motivational and behavioural characteristics to secondary school students' reading comprehension. Journal of Research in Reading 44:3, pages 574-596.
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Naomi S. Baron & Anne Mangen. (2021) Doing the Reading: The Decline of Long Long-Form Reading in Higher Education. Poetics Today 42:2, pages 253-279.
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Sissil Lea Heggernes. (2021) A critical review of the role of texts in fostering Intercultural Communicative competence in the English Language classroom. Educational Research Review 33, pages 100390.
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Laura Scholes, Nerida Spina & Barbara Comber. (2020) Disrupting the 'boys don't read' discourse: Primary school boys who love reading fiction . British Educational Research Journal 47:1, pages 163-180.
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