When they were about 9 months, 2 years, and 4 years old, a smaller percentage of children in poverty were read to, told stories, or sung to daily by a family member, compared with children at or above poverty.

The Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) collected information on a cohort of children who were born in 2001 and focused on several aspects of early childhood development, including interactions between young children and their families and the ways by which parents raise, nurture, and prepare their children for school. For the first three waves, data were collected on the children as infants (at about 9 months old), then as toddlers (at about 2 years old), and again as preschoolers (at about 4 years old). At each age, between one-third and one-half of these children were read to daily by a family member (see table A-2-1). In addition, approximately one-fourth of children at each of these ages were told stories daily, and between one-half and three-quarters were sung to daily.

In general, at all ages, a higher percentage of White children had family members who read to them daily than did children of other races/ethnicities. Also, a higher percentage of Asian children were read to than Hispanic and American Indian/Alaska Native children at all ages, and than Black children at ages 2 and 4 (with rates not measurably different at 9 months of age). Forty-one percent of White, 26 percent of Asian, 23 percent of Black, 21 percent of Hispanic, and 18 percent of American Indian/Alaska Native 9-month-olds had family members who read to them daily. At 2 years of age, 59 percent of White and 42 percent of Asian children had family members who read to them daily, compared with 25 percent of Black, 27 percent of Hispanic, and 30 percent of American Indian/Alaska Native children. At 4 years of age, 50 percent of White and 38 percent of Asian children were read to daily, compared with 21 percent of Black, 23 percent of Hispanic, and 25 percent of American Indian/Alaska Native children.

Overall, a smaller percentage of children in poverty were read to, told stories, or sung to daily by a family member than children at or above poverty. For example, 22 percent of 9-month-olds, 28 percent of 2-year-olds, and 21 percent of 4-year-olds in poverty were read to daily, compared with 36 percent of 9-month-olds, 51 percent of 2-year-olds, and 44 percent of 4-year-olds at or above poverty. Similarly, 24 percent of 9-month-olds, 23 percent of 2-year-olds, and 21 percent of 4-year-olds in poverty were told stories daily, compared with 28 percent of 9-month-olds, 30 percent of 2-year-olds, and 24 percent of 4-year-olds at or above poverty. Additionally, 67 percent of 9-month-olds, 63 percent of 2-year-olds, and 47 percent of 4-year-olds in poverty were sung to daily, compared with 76 percent of 9-month-olds, 69 percent of 2-year-olds, and 50 percent of 4-year-olds at or above poverty.

In general, levels of maternal education were positively related to the percentage of children who were read to, told stories, or sung to daily. For example, 20 percent of 4-year-olds whose mothers had not completed high school were read to daily, compared with 29 percent whose mothers completed high school, 39 percent whose mothers completed some college, and 61 percent whose mothers had at least a bachelor's degree. Additionally, 22 percent of 2-year-olds whose mothers did not complete high school were told stories daily, compared with 29 percent whose mothers completed some college and 36 percent whose mothers had at least a bachelor's degree. A smaller percentage of 9-month-olds whose mothers did not complete high school (65 percent) were sung to daily, compared with those whose mothers completed high school (71 percent), some college (78 percent), or a bachelor's degree or higher (79 percent).

A smaller percentage of children whose families spoke a language other than English in the home were read to, told stories, or sung to daily than children whose families spoke primarily English in the home. For example, 18 percent of 9-month-olds, 24 percent of 2-year-olds, and 22 percent of 4-year-olds whose families spoke a language other than English in the home were read to daily, compared with 36 percent of 9-month-olds, 50 percent of 2-year-olds, and 42 percent of 4-year-olds whose families spoke primarily English in the home.

Technical Notes

Variables correspond with the year of the estimate. For examples and for more information on the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) in general, see supplemental note 3. High school completers include those who earned a high school diploma or its equivalent (e.g. a General Educational Development [GED] certificate). Race categories exclude persons of Hispanic ethnicity. For more information on parents' education, race/ethnicity, and poverty, see supplemental note 1.