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
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DOI：
10.1002/rrq.238
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发表时间：
2019
影响因子：
4.2
通讯作者：
Rozelle Scott
中科院分区：
文献类型：
--
作者：
Yi Hongmei;Mo Di;Wang Huan;Gao Qiufeng;Shi Yaojiang;Wu Paiou;Abbey Cody;Rozelle Scott
人们普遍认为，阅读的挑战应该尽早解决，以减少发展迟缓的可能性将影响学生的长期。然而，发展中国家的学生获得阅读资源的机会往往有限。在这项研究中，作者对中国农村120所小学的11，083名四年级和五年级学生进行了一项随机对照试验，以检查课堂图书馆计划对阅读资源贫乏学校学生阅读结果和学业成绩的因果关系。在40所治疗学校的每个选定班级都安装了一个班级内图书馆。作者发现，该计划显着提高了学生对阅读的亲和力和学生的阅读习惯，在这些方面，它缩小了男女学生之间的差距，低和高成绩学生之间的差距，以及留守儿童和与父母生活在一起的儿童之间的差距。然而，作者发现该计划对阅读和学业成绩没有整体影响，对学生阅读的信心有负面影响。也没有影响学生，教师和主要照顾者的看法，对独立阅读的影响，对学习成绩，也没有任何影响，教师和主要照顾者是否提供阅读的指示给学生。作者对这些发现提出了三种可能的解释：缺乏教师和护理人员的阅读指导，缺乏专门针对当地需求和兴趣的阅读材料，以及干预的持续时间相对较短。
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.