Children from high-income households read more than twice as many books
Children's reading habits vary significantly depending on household income. According to the 'Research on Early Childhood Reading Education Models for Advancing a Reading Nation in the AI Era' report released by the Korea Institute of Child Care and Education on the 1st, children and adolescents from the highest-income households read an average of 11.8 books per month at libraries—more than double the 4.7 books read by those from the lowest-income households. The findings came from researchers' analysis of survey data collected by the National Library for Children and Young Adults from 1,500 children and adolescents aged 3 to 18 across the country.
Children from the highest-income group first visited a library at an average age of 5.8, more than two and a half years earlier than those in the lowest-income group (8.4). The gap in first library use thus opens up as early as kindergarten age.
Parents' occupations also created disparities. Children of stay-at-home parents read the most at libraries, averaging 12.3 books per month, followed by children of professionals (9.4), office and managerial workers (9.2), service workers (7.0), and production workers (5.8). By region, children in large metropolitan areas read an average of 8.2 books per month, ahead of those in small and mid-sized cities (6.2) and towns and rural townships (6.5). The age of first library use also differed by region: 6.3 in large cities, 7.5 in small and mid-sized cities, and 8.2 in towns and rural townships.
Library use was more active among younger children. Toddlers and preschoolers read an average of 10.8 books per month at libraries, ahead of lower elementary school students (10.3), upper elementary school students (7.2), middle schoolers (4.9), and high schoolers (3.1). Their average age of first library visit was 3.7, lower than high school students' 8.9.
The researchers found that early reading experiences can help prevent social and emotional behavioral problems in children. They recommended policy support linked to early reading experiences and the adoption of the pediatric-centered 'Reach Out and Read (ROR)' literacy intervention model.
