Report on the Impact of School Libraries on Student Achievement

5.2 Reading literacy

The evidence linking school libraries with student achievement in terms of literacy is less abundant than that which focuses on reading scores on state tests. One international study that points to a clear link between school libraries and reading literacy is the International Association for the Evaluation of Educational Achievements (IEA) Reading Literacy Study, carried out in 1990-91 with fourteen-year-olds and nine-year-olds in thirty-two countries. For the purposes of the IEA study, reading literacy was defined as 'the ability to understand and use those written language forms required by the society and/or valued by the individual' (Elley 1992, p. 3).

The study identified several factors relevant to school libraries in explaining the differences observed between high-scoring countries and low-scoring countries, including large school libraries, large classroom libraries and frequency of book borrowing (Elley, p. xii). The highest scoring countries also typically offered greater access to books in the home, school and community libraries and/or book stores (Elley, p. xiii), although when adjusted for economic and social conditions, it was found that this factor dropped considerably in importance. The policy of having large classroom libraries, however, was found to be 'one of the most important differential policies between high-scoring and low-scoring countries' and not merely a function of affluence. It was a powerful indicator for both student populations (nine-year-olds and fourteen-year-olds). Indeed, after adjustment for economic and social conditions, this factor gained rather than diminished in importance. Elley concludes that although the observed difference between high- and low-scoring countries in relation to frequency of book borrowing was reduced after adjustment, there was enough difference to warrant further investigation (Elley, p. 43). The study found that 'a regular increase in average test score was observed with increases in library size across all countries and within most of them' (Elley, p. 67), sufficient to show that 'a large stock of books is a prerequisite for an effective reading program' (Elley, p. 67). Researchers found the quantity of resources in the school library to be a powerful predictor of reading scores: the less developed countries with better school libraries 'were closer to the test scores of affluent countries, suggesting that a good school library can make up part of the gap between the rich and poor in literacy development' (Gniewek 1999, p. 2).

Froese (1997) uses data from the 1992 IEA study to look more closely at the contribution of school libraries to reading literacy as indicated in the test scores. Focusing on the test results of nine-year-olds in British Columbia, Froese found that students in classrooms with access to school libraries achieve higher (in terms of reading scores) than those who do not have such access, and that students who have many books in their homes achieve at higher levels than those who have fewer books. The study also indicates that although there is a strong correlation between borrowing books from a school library and reading achievement, borrowing books from classroom libraries does not have the same impact. Froese concludes that the relationships between resources and practices to student achievement 'are not as simple or as direct as one might hope' (p. 306).

Novljan (1998) reports the findings of the IEA study in relation to Slovenia, suggesting that the mean reading test scores of students in schools that employed a professional librarian were 'significantly higher' than the results obtained in schools where a teacher was responsible for the library. In Slovenia, 'better test results were closely related to the existence of large school libraries (approximately 7,000 books), large classroom libraries (approximately sixty books) and regular effective lending of books' (p. 229). The study found that 'the presence of a librarian rather than a teacher had little influence in most environments, but made a significant difference in large towns' (p. 231) and that 'a library worker trained in librarianship is a positive factor in the development of reading literacy' (p. 231).

Research carried out by Krashen has shown that free voluntary reading has a positive impact on reading comprehension, vocabulary, spelling ability, grammar usage and writing style, and that children who read more typically have higher literacy development (Krashen 1993, 1998). Utilising data from forty-one states, Krashen (1995) found that the number of books per student in the school library was one of the best predictors of how students would go on the National Assessment of Educational Progress (NAEP) fourth-grade reading test. Although the amount of software in the school libraries was associated positively with reading score, this was not significantly so. One unanticipated result from the 1995 study was that increased library services were associated with lower reading scores, a negative relationship that led Krashen to speculate that perhaps librarians in states with lower reading scores and less access to books try to compensate by providing more services. Haycock, however, suggests that such a result might be the outcome when school librarians 'who rate personal relations as a lower priority spend more time on circulation and related tasks' (Haycock 1992, cited in Nimon 1995). Krashen (1998) also points out the negative correlation between poverty and the amount of print at home and the positive relationship between the amount of print at home and the amount of reading children do. He found that students in high-achieving schools in affluent areas are able to visit the school library more often and are more likely to be allowed to take books home, whereas children in high poverty schools have less access to the limited range of services their libraries offer (Krashen 1998).

In Australia, Masters and Forster (1997) map literacy achievements among Year 3 and 5 students in Australian schools in reading, writing, speaking, listening and viewing. The study identifies several school and teacher variables that were significantly associated with literacy achievement, other things being equal, including extensive use of the school library by each teacher's class. This factor was associated with a difference of as many as twenty-seven points in students' literacy achievements when compared with non-use of the library (Masters and Forster p. 207).

Yoo's 1998 review of research into the school library contribution to student achievement refers to two studies that show improved attitudes towards reading. The first by Bracy in 1996 found that although the school library was the main source of reading materials for North Carolina students, the influence of teachers or librarians in book selection was not statistically significant. The second study by Johnson in 1990 relates the results of a program designed to improve the negative attitudes towards reading of eight junior high school students. The students used the library on a weekly basis and 'were given a variety of strategies for independent learning along with a broad range of recreational and content area reading materials' (Yoo 1998, p. 14). A survey of reading attitudes showed 'positive gains' among the eight students after a year.