The Relationship of School Materials and Resources to Reading Literacy: An International Perspective

Abstract

There is great interest in the effect of school resources on academic achievement, but it is seldom that an opportunity arises in which this relationship may be examined in an international milieu. This paper presents the types of resources available in the 27 countries participating in the International Association for the Evaluation of Educational Achievements (IEA) Reading Literacy Study, and explores the relationship of the most pertinent variables to achievement. More particularly, the focus is on school and classroom libraries, their description and use, and on classroom teacher's practices as they relate to library use