Relationship of Middle Schoolers’ Reading Habits, Text Access, and Library Use with Reading Achievement
Abstract
Research over the past four decades has shown that student reading habits affect standardized reading achievement test scores. In addition, researchers have consistently demonstrated that the presence of a certified librarian or library-media specialist (LMS) has a positive influence on standardized reading test outcomes. In this study, I used middle school student survey responses to identify students’ reading access, habits, and library use and to explore the relationship (a) among standardized reading achievement, student-reported text access, and reading habits, and (b) between standardized reading achievement and students’ school library/LMS engagement. Quantitative analysis revealed the positive influence of teachers on students’ pleasure reading choices and the positive relationship between standardized reading achievement and students’ pleasure and assigned reading time. Results of this study did not reveal a positive relationship between school library/LMS student engagement and standardized reading achievement. I discuss implications for educational leadership decisions, instructional practices, LMS-teacher collaboration, and future research.
Subject Area
Library science|Reading instruction|Middle School education
Recommended Citation
McIntosh, Edgar, "Relationship of Middle Schoolers’ Reading Habits, Text Access, and Library Use with Reading Achievement" (2020). ETD Collection for Fordham University. AAI27961611.
https://research.library.fordham.edu/dissertations/AAI27961611
