Socioeconomic status and minority language classroom composition and individual reading gains: The mediating role of instructional quality
Journal article › Research › Peer reviewed
Publication data
| By | Camilla Rjosk, Dirk Richter, Jan Hochweber, Oliver Lüdtke, Eckhard Klieme, Petra Stanat |
| Original language | English |
| Published in | Learning and Instruction, 32 |
| Pages | 63-72 |
| Editor (Publisher) | Elsevier |
| ISSN | 0959-4752, 1873-3263 |
| DOI/Link | https://doi.org/10.1016/j.learninstruc.2014.01.007 |
| Publication status | Published – 08.2014 |
In this study, we investigated effects of socioeconomic and language minority classroom composition on students' reading achievement and explored the mediating role of central features of instructional quality, namely focus on language, student-oriented climate, and structured classroom management. Analyses were based on data collected from 352 German ninth-grade classrooms across two measurement points (t1, t2) in a multilevel framework. We found socioeconomic composition to be related to individual reading achievement at t2 after accounting for the corresponding baseline assessment at t1. However, the proportion of German language learners had no additional effect on reading achievement. Our results also suggest that the effect of the socioeconomic composition on achievement may be mediated partially by the teacher's focus on language during instruction. We conclude that more attention has to be paid to providing equal opportunities to all students in language classes. [Editor]
