ERIC Number: ED374446
Record Type: RIE
Publication Date: 1994
Access? Books, Children, and Literature-Based Curriculum in Schools. Report Series 1.13.
Guice, Sherry; And Others
A study investigated access to books for children in schools that described their literacy curriculum as "literature-based." Six schools that served economically disadvantaged children exhibited a wide variation in the number of books available in both school libraries and classrooms. Two of the schools depict the influences on children's access to books. George Washington Elementary School is a large, urban school where almost all of the 700 students are from minority families that have incomes below the federal poverty standards. Playfield Elementary sits 50 miles west in a rural community and enrolls approximately 300 children, most of whom are white, and 70% of whom are from economically disadvantaged families. The library at Washington Elementary has only about 10 books per child, very few recently published reference materials, and virtually no computers for student use. The library at Playfield Elementary has about 20 volumes per child, many new books, and a variety of computers and other technological support. Classroom libraries at the two schools showed a similar disparity. Findings suggest the need for the following supportive conditions: (1) children need a plentiful supply of books, a variety of books, and time to read in school; (2) teachers need financial support for book purchases, curricular support for the use of books, and support through professional development; (3) children and teachers need support from the library; and (4) teachers need to use all that is available. (Contains 15 references.) (RS)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Research Center on Literature Teaching and Learning, Albany, NY.