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EJ985871 - Differences between Overachieving and Underachieving Classes in Reading: Teacher, Classroom and Student Characteristics

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ERIC #:	EJ985871
Title:	Differences between Overachieving and Underachieving Classes in Reading: Teacher, Classroom and Student Characteristics
Authors:	Damber, Ulla; Samuelsson, Stefan; Taube, Karin
Descriptors:	Reading Achievement; Student Characteristics; Teaching Experience; Questionnaires; Classroom Environment; Foreign Countries; Reading Comprehension; Overachievement; Underachievement; Reading Instruction; Teacher Characteristics; Reading Tests; Grade 3; Elementary School Teachers; Elementary School Students; Comparative Analysis; Reading Habits; Literature
Source:	Journal of Early Childhood Literacy, v12 n4 p339-366 Dec 2012
More Info: Help Peer Reviewed:	Yes
Publisher:	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Date:	2012-12-00
Pages:	28
Pub Types:	Journal Articles; Reports - Research
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. (Contains 7 tables.)
Abstractor:	As Provided
Reference Count:	45

Note:	N/A
Identifiers:	Sweden
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-1468-7984
Audiences:	N/A
Languages:	English
Education Level:	Elementary Education; Grade 3
Direct Link:	http://dx.doi.org/10.1177/1468798411417376

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