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ERIC Number: EJ820672
Record Type: Journal
Publication Date: 2008-Dec
Pages: 17
Abstractor: As Provided
Reference Count: 51
ISBN: N/A
ISSN: ISSN-1380-3611
Ten-Year Trend in SES Effects on Reading Achievement at School and Individual Levels: A Cross-Country Comparison
Yang-Hansen, Kajsa
Educational Research and Evaluation, v14 n6 p521-537 Dec 2008
This study examined changes in the effect of socioeconomic status (SES) on reading achievement at individual and school levels between 1991 and 2001. Data from 9 countries that participated in both the International Association for the Evaluation of Educational Achievement (IEA) Reading Literacy Study 1991 and the Trend Study in the Progress in International Reading Literacy Study (PIRLS) 2001 were included in the analyses. The hypotheses of increased between-school differences of reading achievement and a higher SES effect on reading were tested by applying a 2-level 2-group structural equation modelling technique and a factor score approach. The hypotheses were partially confirmed by the empirical evidence from Greece, Singapore, and the USA. The explanations of these results may be the insufficient data and low statistic power. A refined hypothesis may be needed for further investigation. (Contains 8 tables and 1 figure.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Greece; Hungary; Iceland; Italy; New Zealand; Singapore; Slovenia; Sweden; United States