Explaining primary pupils’ differences in reading achievement by teaching patterns and socioeconomic background - Reanalyses with the PIRLS-data

Explaining primary pupils’ differences in reading achievement by teaching patterns and socioeconomic background - Reanalyses with the PIRLS-data

This contribution presents the outcomes of multilevel analysis in the context of the Progress in International Reading Literacy Study (PIRLS) 2001 that are unique in Germany so far. The PIRLS survey 2001 revealed that in Germany especially pupils with a low socioeconomic status (SES) and with migrat...

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Bibliographic Details
Main Author: Michael Pfeifer
Format: Article
Language:English
Published: International Institute of Informatics and Cybernetics 2011-12-01
Series:Journal of Systemics, Cybernetics and Informatics
Subjects:
Multilevel Analysis
ICT
Socioeconomic Background
Reading Achievement
Teaching Patterns
Online Access:http://www.iiisci.org/Journal/CV$/sci/pdfs/SP414VB.pdf

Internet

http://www.iiisci.org/Journal/CV$/sci/pdfs/SP414VB.pdf

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