Reading achievement and attitude scores of a National Assessment of Educational Progress (NAEP) sample of 1,459 9-year-old students were multiply regressed on one another on home environment variables such as television watched, presence of newspapers, spare-time reading, dictionary use, kindergarten attendance, socioeconomic status, ethnicity, school characteristics, and other variables. The variances accounted for are moderate and highly significant; correlations and partial correlations of achievement with home environment, quantity of instruction, and leisure-time television watching corroborate quantitative syntheses of productive factors in school learning.
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Walberg et al. (1985) studied this question.
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