Effect of a school library on the reading attitude and reading behaviour in non-western migrant students

There is a lack of clarity as to the effects of school libraries on children with a non-western background in the Netherlands, an
educationally disadvantaged group. Using a longitudinal design involving an experimental and a control school, the present study
examined whether an integrated library facility in a Dutch primary school has an effect on the reading attitude and reading behaviour
of non-western migrant students (n = 140). The results showed no statistically significant effect on the degree in which students
think reading is fun. On the other hand, over time, students attending the experimental school considered reading more useful than
students visiting the control school. With regard to reading behaviour, no statistically significant effect of the school library was found.
However, the school library programme was not implemented in the most optimal form, which may have affected the findings. Reading
climate at home was found to be an important predictor of both reading attitude and reading behaviour, stressing the importance of
parents as partners for school libraries when it comes to reading promotion.