The Presence of Students Identified as Having Special Needs as a Moderating Effect on Their Classmates' Reading Comprehension Scores in Relation to Other Major Class Composition Effects

Autor/inn/en	Krammer, Mathias; Seifert, Susanne; Gasteiger-Klicpera, Barbara
Titel	The Presence of Students Identified as Having Special Needs as a Moderating Effect on Their Classmates' Reading Comprehension Scores in Relation to Other Major Class Composition Effects
Quelle	In: Educational Studies, 49 (2023) 4, S.667-685 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Krammer, Mathias) ORCID (Seifert, Susanne) ORCID (Gasteiger-Klicpera, Barbara)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-5698
DOI	10.1080/03055698.2021.1875320
Schlagwörter	Foreign Countries; Elementary School Students; Grade 4; Special Needs Students; Inclusion; Reading Comprehension; Control Groups; Academic Achievement; Scores; Peer Influence; Classes (Groups of Students); Austria + Suchen Sie Ihr Suchwort? Ausland; School year 04; 4. Schuljahr; Schuljahr 04; Sonderpädagogischer Förderbedarf; Inklusion; Leseverstehen; Schulleistung; Klassengemeinschaft; Österreich
Abstract	This study investigates the impact of the presence of students identified as having special needs (SEN) on their classmates' achievements in reading comprehension. Multi-level regression modelling was conducted with the data of more than 75,000 fourth graders of 4,937 classes in Austria. Students' scores of reading comprehension were used as the dependent variable in the models. The number of students with SEN was used as the independent variable, besides other class-level predictors like the socio-economic status or the self-concept. To disentangle individual from classroom composition aspects, variables at the individual level were used as independent variables as well (gender, age, first language, number of books at home, socio-economic background, kindergarten attendance, and self-concept). Results show only a small relationship (Cohen's d = -0.16) between the presence of students with special needs on their classmates' national standard scores, in particular compared to other class-composition effects like socio-economic status or self-concept. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01