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Differences between overachieving and underachieving classes in reading: Teacher, classroom and student characteristics
Mid Sweden University, Härnösand, Sweden.
Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
Umeå University, Sweden.
2012 (English)In: Journal of Early Childhood Literacy, ISSN 1468-7984, E-ISSN 1741-2919, Vol. 12, no 4, 339-366 p.Article in journal (Refereed) Published
Abstract [en]

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 the main four indicators discriminating between over- and underachieving classes beyond the impact of SES and language background.

Place, publisher, year, edition, pages
Sage Publications, 2012. Vol. 12, no 4, 339-366 p.
Keyword [en]
classroom climate, overachievement in reading, reading comprehension, teacher characteristics
National Category
URN: urn:nbn:se:liu:diva-86229DOI: 10.1177/1468798411417376OAI: diva2:575921
Available from: 2012-12-11 Created: 2012-12-11 Last updated: 2012-12-18

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Samuelsson, Stefan
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Education, Teaching and LearningFaculty of Educational Sciences
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