Rikin, Glatt, Simpson et al.

(2015) they shown in their study Factors Associated With Increased Reading
Frequency in Children Exposed to Reach Out and Read that caregiver reading frequency is favorably
correlated with children's academic, social, and emerging literacy skills. ROR can therefore be a potent
strategy to enhance early childhood literacy and address the social determinants of health by influencing
the factors that predict increased reading. A higher frequency of reading was linked to including reading
in a bedtime routine. However, fewer than a third (27.5%) of people (who participated) mentioned this
tradition. The technical report School Readiness by the American Academy of Pediatrics encourages
routine reading in early education, as well as "routines and regular times for eating, play, and sleeping,
which help children know what they may expect and what is required of them."

Rikin, Glatt, Simpson et al. (2015) they shown in their study Factors Associated With Increased Reading
Frequency in Children Exposed to Reach Out and Read. Medical College of Wisconsin, Milwaukee,
Wisconsin.

Tibus and Pobadora (2016) Revealed that girls spend more time in reading than boys. Their findings
indicate that children of different genders have diverse interests and priorities. As a result, encouraging
boys to read would take more work on the side of the teacher. According to some recent study, girls are
predicted to read more proficiently than boys. Furthermore, it emphasizes how boys consistently do
worse than girls on standardized reading tests across all 50 states in America, with a gap of ten
percentage points. According to an article by Richardson (2012), there appears to be a reading divide
between boys and girls in England, and there is no government policy to address this problem. Evidence
from several research studies also suggests that females love reading more than boys do, either very
much or quite a little.

Tibus and Pobadora (2016) Reading Comprehension Ability Vis-a-Vis Demographics, ReadingMaterials,
and Time Spent in Reading. Journal of Arts & Humanities. Volume 05, Issue 09, 2016, 66-74

Hidayah and Trisusana (2021) revealed on their study that reading time in XReading has no significant
relationship to EFL students' academic reading comprehension (r=-0.327, p=.074.05). Additionally,
XReading contributed roughly 10% to reading comprehension. Students express positive sentiments
toward their experience in ER practices utilizing XReading, despite the lack of a substantial association
between reading duration and reading comprehension. Their comments that they felt some increases in
their reading ability—namely, 1) reading speed, 2) grammatical competence, (3) vocabulary size, and (4)
general understanding—after participating in ER sessions with XReading corroborated their favorable
perspectives. As a result, it can be said that XReading is a good medium for ER practices, even though
other elements might contribute more to academic reading comprehension than reading time.

Hidayah and Trisusana (2021) The Correlation Between Xreading Time Spent and Reading
Comprehension & Efl College Students’ Attitudes Towards Xreading. Edukatif : Jurnal Ilmu Pendidikan
Volume 3 Nomor 5 Tahun 2021 Halm 2478 – 2487