Research Finding:
Access to large book collections in comfortable
and friendly school libraries affects achievement
in reading.
Comment
More independent reading time and flexible use of
libraries results in increased interest in books and
more enjoyment of reading.
Children need t be given freedom and time to select
from a variety of books. Independent reading contributes
to gains in reading achievement; choosing not to read
can have detrimental effects even on able readers.
Access to print resources via the school library,
the public library, the home and the classroom predicts
higher reading achievement, controlling for effects
of socio-economic status and amount of formal instruction.
The lack of a scheduled voluntary reading program
creates disadvantages for both teacher and student.
Superintendents understand the connection between
school libraries that attract students and teachers
as the most vital factor in promoting reading but do
not connect library book collections with good school
libraries or the importance of providing time for students
to read voluntarily.
Talk about books should flourish in schools.
Sources
Barlup, Jacqueline Hovis. Whole language, the librarian,
and children's literature beyond the basal reader:
A case study of the attitudes of students, teachers,
and librarians with literature-based reading. Ph.D.
dissertation. University of Pittsburgh, 1991.
Bustard, Anne Stuart. The nature of children's
books selection; A study of first and fifth graders
in a bookstore. Ph.D. dissertation. University
of Texas at Austin, 1993.
Hines, Martha Cheryl. Focus on the influence of
adults on student book selection. Ed.D. dissertation.
Texas A & M University, 1995.
Holland, Earlene L. The superintendents role in
developing a community of readers in Indiana middle-grades
schools. Ph.D. dissertation. Indiana State University,
1994.
Lipscomb, Luci Ann. Recreational reading and its
effects on the reading achievement of first through
third graders. Ph.D. dissertation. University
of Texas at Austin, 1993.
McQuillan, Jeffrey Lawrence. Access to print and
formal instruction in reading acquisition. Ph.D.
dissertation. University of Southern California,
1997.
