READING AND TELEVISION

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Abstract
How does television affect children's reading skill development? The relationship between television behavior and reading achievement is examined within a conceptual framework of television and reading constructs such as media availability and parental media behavior, children's use of print and broadcast media, and measures of their attitudes and orientations toward television and print. The framework is examined for children at three different stages of reading development. Five principal constructs—socioeconomic status, print and television home environment, amount of media use, orientations toward print and television, and involvement with print and television—are used to predict reading achievement in regression analyses performed separately for each grade cohort.