NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1156686
Record Type: Journal
Publication Date: 2017-Oct
Pages: 21
Abstractor: As Provided
ISSN: ISSN-0141-1926
Reading and Listening Progress in Segregated Primary Schools: Does Ethnic and Socioeconomic Classroom Composition Matter?
Dewulf, Lisa; van Braak, Johan; Van Houtte, Mieke
British Educational Research Journal, v43 n5 p931-951 Oct 2017
This study aimed to investigate the relationship of classroom composition factors with reading and listening comprehension achievement and progress in socially and ethnically segregated primary schools in Flanders (Belgium). Specifically, using a three-level multivariate repeated measures analysis, it examined the association of reading and listening achievement and progress with ethnic diversity, the proportion of non-native students and the average socioeconomic status of the class, taking into account student characteristics. At the beginning and end of the school year, reading tests, listening tests and questionnaires were administered to a sample of 7- and 8-year-old students (n = 683) in 42 second-grade classes. Students' listening comprehension achievement at the beginning of the school year was negatively related to having a home language other than the language of instruction and to classes with a high proportion of non-native students. However, progress in listening comprehension was not significantly associated with any student or classroom composition factors. Students whose mothers had a lower level of education performed lower on reading comprehension at the beginning of the school year, while at the end of the school year students whose mothers had a higher level of education were at a greater disadvantage. Limitations of this study and directions for future research are discussed.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Belgium
Grant or Contract Numbers: N/A