Several decades of educational research demonstrate that several factors affect a child's literacy journey, including the income of the parents, the number of books in the home, the volume of reading that a child does, and the amount of text choice a child is given. The Buis Book Foundation directly and positively influences three of these factors.

"The review found that, compared with demographically similar nonparticipants, students who took part in book-distribution programs by and large were significantly more motivated to read, were more likely to say they enjoyed reading, and tended to read more often. The students also had stronger emerging literacy skills and, for students old enough to be tested in reading, higher performance in that area." (Sparks, 2010)

"Reading volume drives reading achievement." (Allington, R.L. & McGill-Franzen, A.M., 2021)

"Specifically, offering students choice, time, and good books led to increased student engagement, a deeper sense of identity, a developed sense of agency, and higher state test scores." (Morgan & Wagner, 2013)

"Giving students ownership over their reading has proven to be an incredibly powerful motivation. If we are serious about helping our students become lifelong readers, then we must heed their call for ownership." (Cope, 1997)

"Book distribution programs...actually cause improved attitudes toward reading; cause increased reading volume - children read more and for longer periods of time; cause accelerated development of emergent reading skills; and cause more proficient reading performance." (McGill-Franzen, Ward & Cahill, 2016)

"Two factors are linked to growth in reaching achievement: easy access to children's books and self-selection of summer books." (Allington, R.L. & McGill-Franzen, A.M., 2021)

"This finding suggests that providing more access to books can mitigate the effect of poverty on reading achievement." (Krashen, Lee & McQuillan, 2012)

"Interventions should focus not only on promoting reading skills but also motivation to read." (van Bergen, Snowling, de Zeeus, van Beijsterveld, Dolan, & Boomsma, 2018)

"Our findings indicate that providing easy access to self-selected books for summer reading over successive years does, in fact, limit summer reading setback." (Allington, McGill-Franzen, Camilli, Williams, Graff, Zeig, Zmach, & Nowak, 2010)

"The actual volume of reading activity is an important component in the development of a myriad of reading proficiencies." (Allington, 2013)

"When students can choose their reading materials, they are more likely to read. Choice is key to motivation and academic independence." (Fisher & Frey, 2018)

"Research has established that reading for pleasure is positively associated with reading achievement, writing ability, comprehension, vocabulary development, positive attitudes about reading, self-confidence in reading, and pleasure reading in later life." (Wilhelm, 2016)

"The literature, and common sense, stresses the link between reading for pleasure and reading achievement." (Manuel, 2012)

"Teachers must never lose sight that our highest priority is to raise students who become lifelong readers. What our students read in school is important; what they read the rest of their lives is more important." (Gallagher, 2009)

"In order to foster a love of reading among older primary school students, teachers need to ensure these children have ready access to numerous age- and interest-appropriate reading material." (Fletcher, Grimley, Greenwood & Parkhill, 2012)

"What we are certain about is that choice, rather than assigned whole-class novels, is an important aspect in reaching students and engaging them in learning." (Fisher & Frey, 2012)

"The time children spend reading outside school (is) the best predictor of growth in school reading achievement between Grades 2 and 5." Becker, McElwany & Kortenbruck, 2010)

"If every school district gave children from low-income families the opportunity to take home self-selected books to read over the summer months, American schools would likely produce comparable levels of reading achievement for all children, regardless of family income. They would be leveling the playing field for students who need a boost the most." (Allington, 2024)