Reading and Listening Progress in Segregated Primary Schools: Does Ethnic and Socioeconomic Classroom Composition Matter?

Autor/inn/en	Dewulf, Lisa; van Braak, Johan; Van Houtte, Mieke
Titel	Reading and Listening Progress in Segregated Primary Schools: Does Ethnic and Socioeconomic Classroom Composition Matter?
Quelle	In: British Educational Research Journal, 43 (2017) 5, S.931-951 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
DOI	10.1002/berj.3292
Schlagwörter	Reading Comprehension; Listening Skills; Racial Composition; Elementary School Students; Grade 2; Tests; Student Characteristics; Socioeconomic Status; Immigrants; Language Usage; Family Environment; Language of Instruction; Correlation; Mothers; Parent Background; Educational Attainment; Student Diversity; Minority Group Students; School Segregation; Comparative Analysis; Foreign Countries; Questionnaires; Multivariate Analysis; Belgium + Suchen Sie Ihr Suchwort? Leseverstehen; School year 02; 2. Schuljahr; Schuljahr 02; Examination; Prüfung; Examen; Socio-economic status; Sozioökonomischer Status; Immigrant; Immigrantin; Immigranten; Sprachgebrauch; Familienmilieu; Teaching language; Unterrichtssprache; Korrelation; Mother; Mutter; Elternhaus; Bildungsabschluss; Bildungsgut; Ausland; Fragebogen; Multivariate Analyse; Belgien
Abstract	This study aimed to investigate the relationship of classroom composition factors with reading and listening comprehension achievement and progress in socially and ethnically segregated primary schools in Flanders (Belgium). Specifically, using a three-level multivariate repeated measures analysis, it examined the association of reading and listening achievement and progress with ethnic diversity, the proportion of non-native students and the average socioeconomic status of the class, taking into account student characteristics. At the beginning and end of the school year, reading tests, listening tests and questionnaires were administered to a sample of 7- and 8-year-old students (n = 683) in 42 second-grade classes. Students' listening comprehension achievement at the beginning of the school year was negatively related to having a home language other than the language of instruction and to classes with a high proportion of non-native students. However, progress in listening comprehension was not significantly associated with any student or classroom composition factors. Students whose mothers had a lower level of education performed lower on reading comprehension at the beginning of the school year, while at the end of the school year students whose mothers had a higher level of education were at a greater disadvantage. Limitations of this study and directions for future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01