Effects of schooling on reading performance, reading engagement, and reading activities of 15-year-olds in England

Hans Luyten, Jules Peschar, Robert Coe

    Research output: Contribution to journalArticleAcademicpeer-review

    33 Citations (Scopus)

    Abstract

    This article reports the findings of an analysis into the effect of one year’s schooling for 15-year-olds in England on reading performance, reading engagement, and reading activities. The analyses were done on PISA 2000 data by applying a regression discontinuity approach within a multilevel framework. The effect of schooling is estimated as the difference between students from two consecutive grades minus the effect of age. A remarkably modest effect on reading performance was found, and no significant effects were found for the other two measures. The effect on reading performance was found to be somewhat stronger in schools with disadvantaged student populations.
    Original languageEnglish
    Pages (from-to)319-342
    JournalAmerican educational research journal
    Volume45
    Issue number2
    DOIs
    Publication statusPublished - 2008

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