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ERIC Number: EJ1216707
Record Type: Journal
Publication Date: 2019
Pages: 32
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0270-2711
Peer Effects in the Individual and Group Literacy Achievement of High-School Students in a Bi-Dialectal Context
Warrican, S. Joel; Alleyne, Melissa L.; Smith, Patriann; Cheema, Jehanzeb; King, James R.
Reading Psychology, v40 n2 p117-148 2019
The theory of peer effect posits that students who find themselves in the company of high or low performing peers tend to exhibit better academic performance than what is solely attributable to their own individual characteristics. In this study, we investigate peer effects within literacy achievement among Trinidadian and Tobagonian youth, using a nationally representative sample of 15-year-old students. Findings indicate the presence of a strong literacy-based peer effect in mathematics, reading, and science even after controlling for individual demographic differences. Peer effect alone explained between 30% and 67% of the total variation in literacy. Implications are discussed.
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
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Trinidad and Tobago
Identifiers - Assessments and Surveys: Program for International Student Assessment