The books at home are the most important predictor of the academic performance of school children, and they are in most countries. This is what the study 'The Economics of International Differences in Educational Achievement' tells us (among other things) (the translation is more or less: 'the economics of international differences in academic achievement')
The economist Eric Hanushek and his research partner Ludgar Woessman, sought answers to everything the objects say about ourselves, and wanted to apply their findings to the indicators of school success found in homes. Within a dense study that includes cross-country analysis, abundant descriptions and specialized literature, we find that Two book shelves are reliable indicators that a child in that family is very likely to be a good student. More than if (as opposed) there is a tablet or computer.
But be careful because I believe that the first (books) should not exclude the presence of electronic devices (which may have different functions), or - of course - the latter will supply the incalculable value of the booksHanushek and Woessman also affirm that books at home are a powerful indicator of the education, social position and economic situation of families with children in any of the educational stages. And although this may seem obvious, the phrase also speaks of opportunities, because it seems clear that the presence of books can respond to purchasing power but the interest of some parents can make them go to the library with their children every week, and at home there will be books even if they cannot buy all that they see. And in the opposite sense, in many homes of wealthy families, we may find decorative books that do not help the little ones at all.
In the study it was found that, for example in England, the difference in the educational achievements of children whose families had more than two book shelves was three times higher to which any average student got during the school year in whose house there were only a few books.
It seems that the presence of books marks significant differences in the upbringing and education of children, and is related to the search for other resources that a priori relate to performance.
Of course, as they affirm in the Reading Channel, the study does not have the objective that we all go for a couple of shelves and then move on to "burn" the credit card in the bookstore. Rather, it would be aware of how important your presence is (that of books, not so much of bookshelves) to walk towards a good academic career.
In short, it does not matter the origin, status or condition of the students, if their parents provide them with books, and in turn they read, serving as an example. And finally, remember that the presence of books It must be accompanied by the ability to provide them with meaning relevant to our children, in other words: they are not tools to accumulate dust.
