Supporting Research

Research that validates the RIF Model

• Book ownership and relation to enjoyment, reading frequency, and attitude towards reading: findings from the National Literacy Trust first annual survey.

Not only are young people who have books of their own more likely to read more frequently than their peers who don’t have their own books, but they are also more likely to read for longer stretches of time. 

• Me and My Reading Profile: A Tool for Assessing Early Reading Motivation.

Recent investigations have revealed that reading motivation begins to erode as early as second grade. Therefore, it can be suggested that motivation must be carefully considered during early literacy instruction.  

• Link between reading motivation and reading comprehension.

Motivation to read tends to differ by gender—with girls motivated more positively to read than boys. It also differs by ethnicity, in more complex ways. 

• Book access, choice, and reading for pleasure.

By looking at international achievement data across 27 countries, researchers determined that a home library is as important as parental education and twice as important as the father's occupation in predicting educational outcomes. 

• Books in the home and relation to education attainment. 

Children growing up in homes with many books get 3 years more schooling than children from bookless homes, independent of their parents’ education, occupation, and class.