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Socioeconomic and language minority classroom composition and individual reading achievement: The mediating role of instructional quality
ARTICLE

, , Institute for Educational Quality Improvement (IQB), Germany ; , German Institute for International Educational Research (DIPF), Germany ; , Institute for Psychology, Germany ; , German Institute for International Educational Research (DIPF), Germany ; , Institute for Educational Quality Improvement (IQB), Germany

Learning and Instruction Volume 32, Number 1, ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

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 (t

Citation

Rjosk, C., Richter, D., Hochweber, J., Lüdtke, O., Klieme, E. & Stanat, P. (2014). Socioeconomic and language minority classroom composition and individual reading achievement: The mediating role of instructional quality. Learning and Instruction, 32(1), 63-72. Elsevier Ltd. Retrieved August 10, 2022 from .

This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2014.01.007

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