Table 1 Design table.

Does leisure reading predict future prosocial behavior?

Leisure reading predicts future prosocial behavior

Secondary analysis of the NEPS data

Two-way cross-lagged panel design analyses that examine associations between leisure reading (Grade 6 and 9) and prosocial behavior (self-reports; Grade 6 and 9), controlling for non-verbal intelligence, socioeconomic status, and migration background

Models with adequate fit, demonstrating statistically significant positive associations between prior leisure reading and later prosocial behavior would be consistent with the hypothesis. An ill-fitting model, or null or negative associations between these variables would be inconsistent with the hypothesis.

Does leisure reading predict future social adjustment?

Leisure reading predicts future social adjustment

Secondary analysis of the NEPS data

Two-way cross-lagged panel design analyses that examine associations between leisure reading (Grade 6 and 9) and social adjustment (self-reports; Grade 6 and 9), controlling for non-verbal intelligence, socioeconomic status, and migration background

Models with adequate fit, demonstrating statistically significant positive associations between prior leisure reading and later social adjustment would be consistent with the hypothesis. An ill-fitting model, or null or negative associations between these variables would be inconsistent with the hypothesis.

Does cumulative reading predict future prosocial behavior?

Cumulative reading predicts future prosocial behavior

Secondary analysis of the NEPS data

Structural equation models examining associations between leisure reading (Grades 5 to 8) and prosocial behavior (self-reports; Grade 9), controlling for earlier prosocial behavior (self-reports; Grade 6), non-verbal intelligence, socioeconomic status, and migration background

Models with adequate fit, demonstrating statistically significant positive associations between leisure reading and prosocial behavior would be consistent with the hypothesis. An ill-fitting model, or the absence of these associations, would be inconsistent with the hypothesis.

Does cumulative reading predict future social adjustment?

Cumulative reading predicts future social adjustment

Secondary analysis of the NEPS data

Structural equation models that examine associations between leisure reading (Grades 5 to 8) and social adjustment (self-reports; Grade 9), controlling for earlier social adjustment (self-report; Grade 6), non-verbal intelligence, socioeconomic status, and migration background

Models with adequate fit, demonstrating statistically significant positive associations between leisure reading and social adjustment would be consistent with the hypothesis. An ill-fitting model, or the absence of these associations, would be inconsistent with the hypothesis.

Does genre differentially relate to future prosocial behavior?

Cumulative reading of narrative material but not of nonnarrative material predicts future prosocial behavior

Secondary analysis of the NEPS data

Structural equation models that examine associations between leisure reading of different genres (Grades 5, 7, and 8) and prosocial behavior (self-reports; Grade 9), controlling for earlier prosocial behavior (self-reports; Grade 6), non-verbal intelligence, socioeconomic status, and migration background

Models with adequate fit, demonstrating statistically significant positive associations between leisure reading of narrative material and prosocial behavior and nonsignificant or negative associations between leisure reading of nonnarrative material and prosocial behavior, after controlling for prior prosocial behavior, would be consistent with the hypothesis. An ill-fitting model, or the absence of any of these associations, would be inconsistent with the hypothesis.

Does genre differentially relate to future social adjustment?

Cumulative reading of narrative material but not of nonnarrative material predicts future social adjustment

Secondary analysis of the NEPS data

Structural equation models that examine associations between leisure reading of different genres (Grades 5, 7, and 8) and social adjustment (self-reports; Grade 9), controlling for earlier social adjustment (self-report; Grade 6), non-verbal intelligence, socioeconomic status, and migration background

Models with adequate fit, demonstrating statistically significant positive associations between leisure reading of narrative material and social adjustment and nonsignificant or negative associations between leisure reading of nonnarrative material and social adjustment, after controlling for prior social adjustment, would be consistent with the hypothesis. An ill-fitting model, or the absence of any of these associations, would be inconsistent with the hypothesis.