Library interventions foster habit of reading

• In Event: Libraries to support literacy development: scale, sustainability and impact

Proposal

We envision a world in which all children can pursue a quality education, reach their full potential and contribute to their community and the world. The goal of our Literacy program is to ensure that all primary school children become independent readers. The organization supports teachers to develop improved classroom practices resulting in children’s reading skills improvement, supports schools to develop libraries, as well as strengthening the quality reading material supply chain with work with local publishers, authors, and illustrators to create appropriate reading materials for children to develop the love of reading and thus foster a habit of reading.

Numerous studies indicate the importance of children having access to reading materials to support their literacy development. However, these materials are almost non-existent in many developing countries (Davidson, 2013) and economically disadvantaged communities (Neuman, 1999). Providing early readers with high quality children’s books, at a ratio of 5 books per child, in conjunction with teacher training and support, can have significant positive effects on children’s literacy skills (Neuman, 1999). Libraries with sufficient books should contain at least 4 books per child (Fractor, Woodruff, Martinez, & Teale, 1993).
We will share findings from a cross national study on library effectiveness and impact on children’s life-wide habit of reading—reading for pleasure both inside and outside of school. The evaluation employed a multi-year methodology where data were collected from a randomly elected sample of schools with the NGO supported library and a comparable sample of schools without a NGO supported library. The implementing organization tracks book use and book preferences to inform efforts to improve children’s habit of reading. Data from India, Laos, Nepal, South Africa, and Zambia are included in the study. In all countries, the evaluation began prior to library establishment in the project schools and tracked the project and comparison schools over time. Data were collected through principal, teacher, student, and parent interviews; school and library observations; and reading assessments. Across all six countries, data were collected from 2,400 schools and interviews with more than 20,000 children. The panel will share findings on how library interventions correlate with
• Whether or not children read for enjoyment at school
• Whether or not children read for enjoyment at home
• Time spent reading for enjoyment
• Whether or not children identified reading as an interesting activity
Through support from the implementing organization’s Literacy Program, more students are now reading for enjoyment. The study found 51 percent of children from schools with a supported library were reading for enjoyment at school—compared to only 29 percent of children from comparison schools without a Room to Read library. And in India, Laos, South Africa and Sri Lanka, 51 percent of children from project schools were reading for enjoyment at home—compared to 33 percent of children from comparison schools. Based on the implementing organization’s systematic data collection on children’s reading preferences and library check out rates, the presentation will also highlight findings on children’s reader preferences, and book check out analytics.

Author

• Heather Simpson, Room to Read