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Educational TV Consumption and Children’s Interest in Leisure Reading and Writing: A Test of the Validated Curriculum Hypothesis

2016; Taylor & Francis; Volume: 60; Issue: 2 Linguagem: Inglês

10.1080/08838151.2016.1164161

1550-6878

Jakob D. Jensen, Nicole Martins, Jeremy Weaver, Chelsea L. Ratcliff,

Gender and Technology in Education

The relationship between children’s TV consumption and literacy outcomes is currently unclear, as past research has identified both linear and curvilinear trends. One explanation for the contradictory results is the varying content children consume; specifically, researchers have argued that research-based educational TV programming should be positively related to literacy outcomes whereas non research-based programming should be negatively related to literacy outcomes (what we refer to as the validated curriculum hypothesis). To test this hypothesis, students in grades 4 and 5 N = 120) completed a survey assessing educational TV consumption and leisure reading/writing behaviors. The results upheld the validated curriculum hypothesis and revealed several key moderators including composite TV consumption and parents’ reading behavior.