There's just so many possible other confounding factors here that I honestly don't understand this whole discussion. It seems like you agree ("It is worth pointing out, however, that the studies do not necessarily demonstrate that books in the home themselves causally impact children’s achievement. ")
I thought it would just be worth pointing some of these other possible confounding factors .Would the studies summarized here have identified the causal power of any of these hypotheses?
* The number of books in a home are correlated with some underlying "joy-of reading" factor, which is not genetic but cultural and can be passed to children by parents, and is actually more casual in the differential outcomes.
* Same as above, but it's a "joy of learning" factor
* Maybe it's a "patience " or "long attention span" or "delayed gratification" factor. Again, not genetic, but transmittable from parent to child, and simply correlated with library size.
There's just so many possible other confounding factors here that I honestly don't understand this whole discussion. It seems like you agree ("It is worth pointing out, however, that the studies do not necessarily demonstrate that books in the home themselves causally impact children’s achievement. ")
I thought it would just be worth pointing some of these other possible confounding factors .Would the studies summarized here have identified the causal power of any of these hypotheses?
* The number of books in a home are correlated with some underlying "joy-of reading" factor, which is not genetic but cultural and can be passed to children by parents, and is actually more casual in the differential outcomes.
* Same as above, but it's a "joy of learning" factor
* Maybe it's a "patience " or "long attention span" or "delayed gratification" factor. Again, not genetic, but transmittable from parent to child, and simply correlated with library size.