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The Role of School Libraries in Reducing Learning Disadvantages in Migrant Children

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  • Ellen Kleijnen
  • Frank Huysmans
  • Ed Elbers

Abstract

The educational achievement of children from non-Western migrant families in the Netherlands and other Western countries lags behind that of natives, especially when it comes to language proficiency and reading ability. This literature review pinpoints what is known and what is as yet unknown about reducing learning disadvantages through school libraries to point to directions for future research. A considerable body of research has shown that school libraries are positively related to learning outcomes in children, as well as to their reading behavior and attitude toward reading, factors that correlate positively with reading and language skills. However, on the basis of existing research, it is hard to draw firm conclusions about the effect of school libraries on students from migrant families in particular. This article indicates that future research should explicitly focus on the impact of school libraries’ reading promotion efforts on the reading behavior, attitude toward reading, and reading and language skills of migrant students, leading to more effective educational policies.

Suggested Citation

  • Ellen Kleijnen & Frank Huysmans & Ed Elbers, 2015. "The Role of School Libraries in Reducing Learning Disadvantages in Migrant Children," SAGE Open, , vol. 5(2), pages 21582440155, April.
    • Handle: RePEc:sae:sagope:v:5:y:2015:i:2:p:2158244015580369
    DOI: 10.1177/2158244015580369
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    References listed on IDEAS

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    1. Sylke Schnepf, 2007. "Immigrants’ educational disadvantage: an examination across ten countries and three surveys," Journal of Population Economics, Springer;European Society for Population Economics, vol. 20(3), pages 527-545, July.
    2. Steven G. Rivkin & Eric A. Hanushek & John F. Kain, 2005. "Teachers, Schools, and Academic Achievement," Econometrica, Econometric Society, vol. 73(2), pages 417-458, March.
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    Cited by:

    1. Francesca Coin, 2017. "Does Enactive Teaching Improve Inclusion of Immigrant Pupils? A Research in Northern Italy’s Schools," SAGE Open, , vol. 7(2), pages 21582440177, May.

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