Scheduled library visits and reading achievement

The purpose of this study was to measure the correlation between the number of materials checked out from the school library and students’ achievement on two reading assessments. Students in a setting with a flexible library schedule had a fixed visit scheduled with their literature classes so that all students could regularly visit the library. A quantitative bibliometric method was used to analyze the number of books checked out by students and how often their classes visited and compare the data with their achievement on two reading assessments. Results showed students that checked out more material did not have significantly different growth on their reading assessments. Classes that visited more often did not significantly differ on reading assessments from classes that visited less often