Skilled Students and Effective Schools: Reading Achievement in Denmark, Sweden, and France

Autor/inn/en	Costa, Patrícia; Araújo, Luísa
Titel	Skilled Students and Effective Schools: Reading Achievement in Denmark, Sweden, and France
Quelle	In: Scandinavian Journal of Educational Research, 62 (2018) 6, S.850-864 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Costa, Patrícia) ORCID (Araújo, Luísa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2017.1307274
Schlagwörter	Reading Achievement; Cross Cultural Studies; School Effectiveness; Institutional Characteristics; Foreign Countries; Achievement Tests; International Assessment; Grade 4; Reading Tests; Family Environment; Literacy; Scores; Correlation; Educational Policy; Educational Environment; Reading Improvement; Elementary School Students; Denmark; Sweden; France; Progress in International Reading Literacy Study + Suchen Sie Ihr Suchwort? Leseleistung; Cultural comparison; Kulturvergleich; Schuleffizienz; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; School year 04; 4. Schuljahr; Schuljahr 04; Lesetest; Familienmilieu; Alphabetisierung; Schreib- und Lesefähigkeit; Korrelation; Politics of education; Bildungspolitik; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Dänemark; Schweden; Frankreich
Abstract	This study investigates how reading achievement relates to student and school characteristics in countries with different reading scores at the fourth grade level. Data comes from the Progress in International Reading Literacy Study (PIRLS) 2011 for Denmark, Sweden, and France and the multilevel analysis includes two levels: student/home and schools. The school effectiveness and the home literacy models informed the selection of the independent variables. Results show that students' early literacy skills, home literacy practices and resources, and reading behavior are associated with reading scores in all countries. Furthermore, across different countries there are student/home universals and school particulars that explain variation in reading achievement. Educational policies should address home and school literacy skills and practices, school climate, and school composition to improve students' reading ability. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01