Northwestern University.
Child Dev. 2019 Sep;90(5):1754-1771. doi: 10.1111/cdev.13043. Epub 2018 Feb 19.
Most U.S. preschoolers have consumed media created with funding from the U.S. Department of Education's Ready To Learn (RTL) initiative, which was established to promote school readiness among children ages 2-8. Synthesizing data from 45 evaluations (N = 24,624 unique child participants), this meta-analysis examined the effects of RTL media exposure on young children's literacy skills. Results indicate positive effects of RTL media exposure on children's literacy outcomes, especially vocabulary and phonological concepts. These effects are equivalent to about one-and-a-half months of literacy learning above and beyond typical growth. Findings are robust across a variety of research designs and for exposure to both television and new media. These results are discussed in terms of accountability evidence for RTL and larger debates in scholarly understanding of educational media effects.
大多数美国学龄前儿童都接触过由美国教育部的“学准备”（RTL）计划资助制作的媒体，该计划旨在促进 2-8 岁儿童的学校准备。本元分析综合了 45 项评估的数据（N=24624 名独特的儿童参与者），考察了 RTL 媒体接触对幼儿读写技能的影响。结果表明，RTL 媒体接触对儿童的读写成果有积极影响，特别是词汇和语音概念。这些效果相当于比典型增长多出一个半月的读写学习。研究设计和电视及新媒体接触的多样性均发现了这些结果，结果是稳健的。这些结果根据 RTL 的问责制证据以及在学术理解教育媒体效果方面的更大争论进行了讨论。
