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Elley, Warwick B.

doi:10.1023/a:1004086618679

Cited by 50 publications

(6 citation statements)

References 15 publications

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“…Although providing books to students seems to be a primary intervention for improving student reading skills in developing countries, previous research has found mixed results of whether increasing resources is alone enough to improve student performance. Some studies have found that reading skill development is related to the quantity of material that a student reads, especially age-appropriate readings (Cheung, Tse, Lam, & Loh, 2009;Elley, 2000;Houle & Montmarquette, 1984;McQuillan, 1998;McQuillan & Au, 2001;van Bergen, van Zuijen, Bishop, & de Jong, 2017;Whitehead, 2004). However, most of these studies were conducted in developed regions or countries.…”

Section: Introductionmentioning

confidence: 99%

Do Resources Matter? Effects of an In‐Class Library Project on Student Independent Reading Habits in Primary Schools in Rural China

Wang

et al. 2018

Reading Research Quarterly

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It is commonly believed that reading challenges should be addressed early to reduce the likelihood that developmental delays will impact students over the long term. However, students in developing countries often have limited access to reading resources. In this study, the authors used a randomized controlled trial of 11,083 fourth‐ and fifth‐grade students in 120 primary schools in rural China to examine the causal effect of an in‐class library program on student reading outcomes and academic achievement in schools with poor reading resources over an eight‐month period. An in‐class library was installed in each of the selected classes in the 40 treatment schools. The authors found that the program significantly improved student affinity toward reading and student reading habits, and in these regards, it narrowed the gap between male and female students, between low‐ and high‐performing students, and between left‐behind children and children living with parents. However, the authors found no overall effect of the program on reading and academic achievement and a negative effect on student confidence in reading. There was also no effect on student, teacher, and primary caregiver perceptions toward the effect of independent reading on academic achievement, nor any effect on whether teachers and primary caregivers provided reading instructions to students. The authors propose three possible explanations for these findings: a lack of reading instruction from teachers and caregivers, a lack of reading materials specifically tailored to local needs and interests, and the relatively short duration of the intervention.

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Section: Introductionmentioning

confidence: 99%

Do Resources Matter? Effects of an In‐Class Library Project on Student Independent Reading Habits in Primary Schools in Rural China

Wang

et al. 2018

Reading Research Quarterly

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“…To raise the volume of reading outside the school day, students must have access to texts. There have been a number of efforts to flood students with reading materials (e.g., Elley, 2000) to address this need for access. To ensure that all students had texts to read at home, we had to guarantee that their classroom libraries were robust.…”

Section: Accessmentioning

confidence: 99%

Raise Reading Volume Through Access, Choice, Discussion, and Book Talks

Fisher¹,

Frey²

2018

The Reading Teacher

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Reading volume is an important consideration for teachers wanting to improve literacy outcomes for students. The authors begin by reviewing evidence for reading volume and the ways in which reading volume can be changed. They identify four factors—access, choice, classroom discussions of texts, and book talks—that composed an intervention designed to increase reading volume. The authors identified 44 teachers in grades 1, 3, and 5 to implement the reading volume program and monitored the impact and implementation with classroom observations and teacher interviews. The impact was generally positive, with teachers describing changes in reading volume, motivation, writing achievement, and other factors.

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“…The presence of written materials (e.g., books, textbooks, newspapers, other materials with print), as well as access to literate parents, siblings, and community members, creates a stronger literacy ecology that recursively encourages more reading. This is evidenced by the highly publicized creation of "book floods," where schools and local libraries were provided with large quantities of books (Elley, 2000). The literacy ecology concept has contributed to efforts by numerous donor agencies and nongovernmental organizations to support the provision of books to homes and libraries in poor communities in LICs.…”

Section: Figure 2 Comparison Of Youths Ages 15-19 Who Have Completed mentioning

confidence: 99%

Children's Reading in Low‐Income Countries

Wagner¹

2017

The Reading Teacher

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Children around the world, especially in low‐income countries, lack equal opportunities to develop the early skills on which school‐based learning takes place. Indeed, global data show that there are hundreds of millions of children with very low reading scores, even after many of them have gone to school for two or more years. Current research has accelerated in the area of early grade reading, as well as in language of instruction. Multiple studies and interventions have suggested innovative directions to support children's reading among the most marginalized groups. The 2030 United Nations Sustainable Development Goals, along with other global initiatives, are poised to make a major positive difference for such children in the coming years. A renewed focus on early reading worldwide and among the poor is part of what has been called the “learning as development” agenda.

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Untitled

Cited by 50 publications

References 15 publications

Do Resources Matter? Effects of an In‐Class Library Project on Student Independent Reading Habits in Primary Schools in Rural China

Do Resources Matter? Effects of an In‐Class Library Project on Student Independent Reading Habits in Primary Schools in Rural China

Raise Reading Volume Through Access, Choice, Discussion, and Book Talks

Children's Reading in Low‐Income Countries

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