The Relationship of School Materials and Resources to Reading Literacy: An International Perspective.

Autor/in	Froese, Victor
Titel	The Relationship of School Materials and Resources to Reading Literacy: An International Perspective.
Quelle	(1997), (37 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Academic Achievement; Access to Information; Educational Finance; Educational Resources; Elementary Secondary Education; Foreign Countries; Instructional Effectiveness; Instructional Materials; International Programs; Library Circulation; Library Collections; Literacy; Reading Instruction; Reading Motivation; School Libraries; Tables (Data); Teachers; Use Studies; Users (Information); Canada + Suchen Sie Ihr Suchwort? Schulleistung; Bildungsfonds; Bildungsmittel; Ausland; Unterrichtserfolg; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Bibliotheksorganisation; Alphabetisierung; Schreib- und Lesefähigkeit; Leseunterricht; Lesemotivation; School library; Schulbibliothek; Tabelle; Lehrer; Lehrerin; Lehrende; Benutzerschulung; Benutzerprofil; Nutzer; Kanada
Abstract	There is great interest in the effect of school resources on academic achievement, but it is seldom that an opportunity arises in which this relationship may be examined in an international milieu. This paper presents the types of resources available in the 27 countries participating in the International Association for the Evaluation of Educational Achievements (IEA) Reading Literacy Study, and explores the relationship of the most pertinent variables to achievement. The paper focuses on school and classroom libraries, their description and use, and on classroom teacher's practices as they relate to library use. Variables examined include: assessing students' reading interests; the number of books, magazines and newspapers in the school and classroom library; frequency of borrowing books; visiting the library; and the amount of time spent teaching narrative, expository, and document text types. In many countries, there are clearly great literacy needs and very limited library resources; yet in some countries, very reasonable literacy achievement results are obtained even without large expenditures. The data does suggest that countries with higher per student expenditures do have more school and classroom libraries, that students in classrooms that have access to school libraries achieve higher than those who don't, and that students who have many books in their homes achieve at higher levels than those who don't. The majority of the document is comprised of data tables (15) and graphs. (Author/SWC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC