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between ages 2 and 4 scored higher than infrequent viewers on standardized tests of math skill,
vocabulary, letter and word recognition, and school readiness (Wright & Huston, 1995).
In sum, the research to date suggests that viewing child-informative programming during
the preschool years has benefits for academically relevant skills and school readiness. Although
school readiness has undeniable importance for its own sake, the value of educational viewing
would be even greater if these early gains were maintained throughout the elementary and
secondary school years. By what processes could such an optimistic chain of causality occur?
One model, the "Early Learning Model," predicts that the cognitive and attitudinal
benefits of viewing educational programming as a preschooler lead to success when the child
enters school. Children who begin school with basic preacademic skills (e.g., knowing the
alphabet, how to write their names, how to count) are apt to succeed in the tasks presented, and
are likely to be viewed by teachers as competent students. These initial advantages snowball into
a cycle of high expectations for oneself. Early success and teachers' positive perceptions lead
children to develop positive attitudes about school; high levels of motivation, and high levels of
achievement. These build upon themselves over time, and are reflected in academic achievement
and achievement motivation in the high school years. Because low-income families have
children at risk for entering school with few preacademic skills more often than high-income
families, and because teachers sometimes hold negative stereotypes about the ability of low-
income students, the advantages conferred by educational viewing may be especially important
for children from low income families.
Not all child development specialists and educators agree that educational television will
have positive effects on children's academic skills. Jane Healy (1990) argued that television, in
general, and Sesame Street, in particular, retards children's language development and reduces
reading ability. Because television is so visually attractive, she claims, it teaches an inattention to
spoken language which, in turn, slows language acquisition and ultimately reading achievement
Jerome Singer (1980) proposed that viewing such rapidly paced programming as Sesame
Street leads to a reduced attention span. Short content units, frequent cuts, and frequent
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"ocrText": "2\nbetween ages 2 and 4 scored higher than infrequent viewers on standardized tests of math skill,\nvocabulary, letter and word recognition, and school readiness (Wright & Huston, 1995).\nIn sum, the research to date suggests that viewing child-informative programming during\nthe preschool years has benefits for academically relevant skills and school readiness. Although\nschool readiness has undeniable importance for its own sake, the value of educational viewing\nwould be even greater if these early gains were maintained throughout the elementary and\nsecondary school years. By what processes could such an optimistic chain of causality occur?\nOne model, the \"Early Learning Model,\" predicts that the cognitive and attitudinal\nbenefits of viewing educational programming as a preschooler lead to success when the child\nenters school. Children who begin school with basic preacademic skills (e.g., knowing the\nalphabet, how to write their names, how to count) are apt to succeed in the tasks presented, and\nare likely to be viewed by teachers as competent students. These initial advantages snowball into\na cycle of high expectations for oneself. Early success and teachers' positive perceptions lead\nchildren to develop positive attitudes about school; high levels of motivation, and high levels of\nachievement. These build upon themselves over time, and are reflected in academic achievement\nand achievement motivation in the high school years. Because low-income families have\nchildren at risk for entering school with few preacademic skills more often than high-income\nfamilies, and because teachers sometimes hold negative stereotypes about the ability of low-\nincome students, the advantages conferred by educational viewing may be especially important\nfor children from low income families.\nNot all child development specialists and educators agree that educational television will\nhave positive effects on children's academic skills. Jane Healy (1990) argued that television, in\ngeneral, and Sesame Street, in particular, retards children's language development and reduces\nreading ability. Because television is so visually attractive, she claims, it teaches an inattention to\nspoken language which, in turn, slows language acquisition and ultimately reading achievement\nJerome Singer (1980) proposed that viewing such rapidly paced programming as Sesame\nStreet leads to a reduced attention span. Short content units, frequent cuts, and frequent"
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