ERIC Number: ED450792
Record Type: Non-Journal
Publication Date: 2000-Aug
Reference Count: N/A
Classroom Collections and Reading Patterns.
This study examined the reading habits of 301 fourth-grade pupils in Israel. The objective was to investigate the relationship between the type of school library and the pupils' reading habits over the long range. The hypothesis was that pupils who have a central library in their school together with classroom collections read more than pupils whose school has only a central library or only classroom collections. Reading was measured by amount of reading, average number of hours per day devoted to free reading, and having library-borrowed books at home. The sample included: (1) children who participated in a class-library project in grades 2-3, with a central library also existing in the school; (2) children who participated in a class-library project in grades 2-3, with no central library in the school; and (3) children who did not participate in a class-library project, while having a central library in the school. A certain contribution of the class-library project was apparent, but the realization of this contribution depends on the existence of a central library in the school. A class library is not a substitute for a central collection, although it can constitute one approach among several that can encourage children reading. (Author/MES)
Descriptors: Centralization, Decentralization, Foreign Countries, Grade 4, Intermediate Grades, Library Role, Library Services, Reading Habits, School Libraries
For full text: http://www.ifla.org/IV/ifla66/papers/075-133e.htm.
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Israel