READING TO PRESCHOOLERS EXPOSED - IS THE EMPEROR REALLY NAKED

Although it is clear that a significant amount of well-designed research is needed before an understanding of how and how much reading to preschoolers can affect literacy is achieved, this paper argues that there is reason to be more optimistic concerning the effects of reading to preschoolers than suggested by Scarborough and Dobrich's (this volume) review. First, methodological problems in many of the studies indicate that they should be interpreted with caution. Effects are likely to be underestimated by equally weighting good and poor studies. Second, extant studies indicate that there are direct and indirect links between reading to preschoolers and reading achievement. Simultaneous consideration of these different paths yields larger estimates of the effect. Third, even initially small effects of reading to preschoolers are likely to have larger long-term consequences on children's reading abilities. Issues concerning a focus on alternative models are also discussed. (C) 1994 Academic Press, Inc.