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- Damber, Ulla, 1957-, et al.
(författare)
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Differences between over- and under-achieving classes in reading : teacher, classroom, andstudent characteristics
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Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- Since earlier research indicates a substantial linkage between SES and language background on the one hand and reading achievement on the other hand, in particular at school level, the focus in the first study was to explore factors influencing reading achievement beyond SES and language background (Scarborough, 1998). The initial study had two aims. The first aim was to identify classes which were performing at higher and lower levels in reading than those which would be expected with regard to the students’ socio-economic and language background. The second aim was to find student, teacher, teaching and classroom characteristics which could be linked to classes over-achieving in reading.
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| 2. |
- Damber, Ulla, 1957-, et al.
(författare)
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Differences between overachieving and underachieving classes in reading : Teacher, classroom and student characteristics
- 2012
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Ingår i: Journal of Early Childhood Literacy. - : SAGE Publications. - 1468-7984 .- 1741-2919. ; 12:4, s. 339-366
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Tidskriftsartikel (refereegranskat)abstract
- The main purpose of this study was to examine the classroom, teacher and student factors distinguishing grade three classes performing at higher levels than expected, in relation to socioeconomic status (SES) and language factors, from classes performing below their potential with regard to the same factors. Data from a standardized reading comprehension test and student and teacher questionnaires covering teacher, classroom and student characteristics were collected. The participants were 1,092 grade three classes and their class teachers, from Stockholm, Sweden. By use of regression and a twin-matching procedure, one group of 94 underachieving classes and another group of 94 overachieving classes were formed for comparison. Data about extended voluntary reading, classroom climate, teacher experience and the use of authentic literature were seen to be the main four indicators discriminating between over- and underachieving classes beyond the impact of SES and language background.
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