Interaction of Socioeconomic Status and Class Relations on Reading

IF 1.4 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
A. Olsen, Francis L. Huang
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引用次数: 1

Abstract

Student–teacher relationships (STRs) and socioeconomic status (SES) are two widely studied variables that have been found to predict reading achievement in the early grades. The current study extends the literature by investigating the interaction between STRs, measured using the STR Scale completed by teachers, and SES on reading achievement using a nationally representative data set. The study included approximately 8,380 first-grade students and 2,930 teachers, from 860 schools, representing a weighted sample of 3.15 million students. Results from multilevel modeling that controlled for student-, teacher-, and school-level factors found that both STRs and SES were strongly associated with student reading achievement. There was also a statistically significant interaction between close STRs and SES on reading achievement, suggesting that less conflictual STRs were associated with increased reading achievement scores for all students, but were particularly beneficial for students from low SES backgrounds. Educational implications are provided.
阅读中社会经济地位与阶级关系的互动
师生关系(STR)和社会经济地位(SES)是两个被广泛研究的变量,已被发现可以预测早期年级的阅读成绩。目前的研究通过使用教师完成的STR量表测量的STR与使用全国代表性数据集的SES之间的阅读成绩相互作用来扩展文献。这项研究包括来自860所学校的约8380名一年级学生和2930名教师,代表315万学生的加权样本。控制学生、教师和学校层面因素的多层次建模结果发现,STR和SES都与学生的阅读成绩密切相关。在阅读成绩方面,接近的STR和SES之间也存在统计学上显著的交互作用,这表明冲突较少的STR与所有学生的阅读成绩分数增加有关,但对低SES背景的学生尤其有利。提供了教育启示。
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来源期刊
CiteScore
4.30
自引率
7.70%
发文量
19
期刊介绍: The Journal of Literacy Research (JLR) is a peer-reviewed journal contributes to the advancement research related to literacy and literacy education. Current focuses include, but are not limited to: -Literacies from preschool to adulthood -Evolving and expanding definitions of ‘literacy’ -Innovative applications of theory, pedagogy and instruction -Methodological developments in literacy and language research
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