STUDY SHOWS POSITIVE LINK BETWEEN CHILDREN’S PUBLIC LIBRARY USE AND READING SCORES

A recent study done by Keith Curry Lance and Robbie Bravman Marks published in the September 2008 “School Library Journal” observes that the factors affecting children’s reading scores are complex. However, data about reading scores and children’s services in public libraries supports the widespread belief that the efforts of public libraries to promote early literacy pays off in terms of higher reading scores during elementary school. There is a positive and statistically significant relationship between children’s services in public libraries and early reading success.

Since 1990, National Center for Education Statistics (NCES) has been collaborating with the 50 states and the District of Columbia to compile basic statistics about public libraries, including the circulation of children’s materials and attendance at children’s programs. According to the Lance/Marks study, comparison of the reading scores (fourth-grade NAEP reading scores) with children’s circulation statistics shows “a strong, positive link, while comparison of the same reading scores with attendance at children’s programs demonstrates a positive, if somewhat weaker, link.”

Of states ranking in the top half of all states on reading scores, 82 percent also ranked in the top half on circulation of children’s materials per capita. Conversely, four out of five states in the bottom half on reading scores also rank in the bottom half on children’s circulation. Of states ranking in the top half on reading scores, 70 percent ranked in the top half on attendance at children’s programs per capita. Seventy-one percent in the bottom half on reading scores also rank in the bottom half on children’s program attendance.

Wisconsin ranks in the top half of all states on the reading scores, and also ranks in the top half for attendance at children’s programs and children’s circulation.

These findings support the position that public library children’s services make a significant, measurable difference in early reading success.

To read the complete article, go to http://www.schoollibraryjournal.com/article/CA6590044.html.




From Channel Weekly Vol. 11, No. 8 10/30/2008