Gender differences in reading achievement and enjoyment of reading: The role of perceived teaching quality

The authors examined the extent to which classroom-specific relationships between students' gender and their reading achievement and enjoyment of reading are associated with student-perceived teaching quality. Based on a sample of 10,543 ninth-grade students from 427 classrooms, multilevel anal...

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Bibliographic Details
Published in:The Journal of educational research (Washington, D.C.) D.C.), 2018-01, Vol.111 (3), p.268-283
Main Authors: Hochweber, Jan, Vieluf, Svenja
Format: Article
Language:English
Subjects:
Achievement Tests
Classroom Techniques
Datenanalyse
Deutschland
Educational Quality
Enjoyment of reading
Foreign Countries
Freude
Gender Differences
Geschlechtsspezifischer Unterschied
Grade 9
Hierarchical Linear Modeling
International Assessment
Lesefertigkeit
Lesen
Linguistic competence
Literature Appreciation
Longitudinal Studies
Mehrebenenanalyse
Motivation
Outcomes of Education
Qualität
Questionnaires
Reading
Reading Achievement
reading achievement, reading motivation
Reading Improvement
Reading Motivation
Recreational Reading
Schuljahr 09
Schüler
Secondary School Students
Secondary Schools
Sekundarstufe I
Sekundäranalyse
Statistical Analysis
Student teacher relationship
Teacher Effectiveness
Teacher Student Relationship
Teaching
teaching quality
Unterricht
Wahrnehmung
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Summary:The authors examined the extent to which classroom-specific relationships between students' gender and their reading achievement and enjoyment of reading are associated with student-perceived teaching quality. Based on a sample of 10,543 ninth-grade students from 427 classrooms, multilevel analyses revealed that effective classroom management, adequate pacing, and a strong focus on language competencies were related to a less pronounced increase of girls' advantage in reading achievement during Grade 9. High levels of teacher support and focus on language competencies were related to smaller gender differences in enjoyment of reading at the beginning of Grade 9, though not associated with change of these differences over the school year. Our findings suggest that high teaching quality is not only related to higher reading achievement and reading enjoyment in classrooms as a whole, but may also help to mitigate the increase of gender gaps in reading achievement and motivation commonly observed in secondary school.
ISSN:1940-0675
0022-0671
1940-0675
DOI:10.1080/00220671.2016.1253536