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[http://ero.sagepub.com](http://ero.sagepub.com)  \nEnriched School Libraries: A Boost to Academic Achievement  \nThijs M. J. Nielen  \nAdriana G. Bus  \nLeiden University  \nWe compared students from schools with an enriched school library—that is, one with a larger and more up-to-date book collection—with students from schools with a typical school library. We tested effects of an enriched school library on reading motivation, reading frequency, and academic skills. Fourth- and fifth-grade students of 14 schools with an enriched library (n = 272) were compared to fourth and fifth graders from 10 control schools (n = 411). Assignment to the experimental group was external and not determined by participants within schools. Students from schools with enriched libraries scored on average half a standard deviation higher on a standardized reading comprehension test than students from control schools. Mediation analysis revealed that for girls, this effect may have been obtained as a result of an increase in reading motivation and reading frequency. For boys, only reading frequency was a significant mediator.  \nKeywords: reading, elementary schools, language comprehension/development, aliteracy, school library  \nIn the upper half of primary school, Dutch students’ interest in reading longer stretches of text, like in books, begins to decline (Nielen & Bus, 2013)—a decline that continues after primary school. According to the outcomes of large-scale Programme for International Student Assessment (PISA) assessments, the decline in reading interest is a widespread phenomenon. The average percentage of 15-year-old reluctant readers in all 65 countries participating in the PISA study is as high as 37% . In the Netherlands, the number of reluctant readers is even higher: 49% of adolescents report reading not at all or hardly ever in leisure time (Organisation for Economic Co-operation and Development [OECD], 2010). Many students seem to face what Moser and Morrison (1998) called “aliteracy.” They have the ability to read but do not practice reading. In the end, this results in the same low reading performance as in cases of learning disabilities. There is an abundance of peer-reviewed studies stressing the importance of reading longer stretches of text, such as books (and not websites or social media messages), on academic and professional success (e.g., Gottfried, Schlackman, Gottfried, & Boutin-Martinez, 2015; Mol & Bus, 2011; Taylor, 2013) . It is therefore a challenge for schools to stimulate reading of books not only in lower grades of primary education but thereafter, in higher grades of primary education and in secondary education, as well. In particular, students’willingness to read and to put effort in reading difficult materials should be a matter of constant concern to teachers (Baker & Wigfield, 1999) . Or as Trelease (1989) stated,“Teaching children how to read is not enough, we must also teach them to want to read”(p. 205) .  \nIt is therefore important to evaluate tools that can be used to stimulate reading practice in schools, such as making books easily accessible by creating classroom libraries (e.g., Fractor, Woodruff, Martinez, & Teale, 1993) . It would align with Krashen’s (2011) theory that access to interesting material is a main tool to stimulate reading practice in schools. The book collections in Dutch schools are often outdated and not likely to stimulate reading pleasure (Oberon, 2010) . A nationwide program in the Netherlands, financially supported by the Dutch Ministry of Education and implemented by Art of Reading, (Kunst van Lezen), was initiated to improve the quality of school libraries and to thus promote greater interest in reading in children. This study is unique in that it tested the effects of an enriched school library, initiated by an external authority and not by the schools themselves, on ","cbCaim15N53ENcjx","https://ap.wps.com/l/cbCaim15N53ENcjx","pdf",409703,11,"English","# Enriched School Libraries: A Boost to Academic Achievement\n## Study design and participants\n## Outcomes: reading comprehension and mediation effects\n## Background: reading decline and aliteracy\n## Intervention rationale and prior evidence","[{\"question\":\"What is the main comparison in the study?\",\"answer\":\"Students from schools with enriched libraries are compared with students from schools with typical school libraries, focusing on reading-related motivation, frequency, and academic skills.\"},{\"question\":\"How does an enriched school library affect reading comprehension?\",\"answer\":\"Students in enriched-library schools score on average about half a standard deviation higher on a standardized reading comprehension test than students in control schools.\"},{\"question\":\"Do the mediation mechanisms differ for girls and boys?\",\"answer\":\"Yes. For girls, the effect is linked to increased reading motivation and reading frequency, while for boys only reading frequency significantly mediates the outcome.\"}]","Enriched School Libraries: A Boost to Academic Achievement | PDF",1792068251,28]