The Relationships of Socioeconomic Factors and Special Education with Reading Outcomes across PISA Countries

Autor/inn/en	Anastasiou, Dimitris; Sideridis, Georgios D.; Keller, Clayton E.
Titel	The Relationships of Socioeconomic Factors and Special Education with Reading Outcomes across PISA Countries
Quelle	In: Exceptionality, 28 (2020) 4, S.279-293 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Anastasiou, Dimitris)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0936-2835
DOI	10.1080/09362835.2018.1531759
Schlagwörter	Socioeconomic Influences; Special Education; Income; Social Differences; Females; Adult Literacy; Reading Achievement; Reading Tests; International Assessment; Achievement Tests; Foreign Countries; Secondary School Students; Prediction; Structural Equation Models; Educational Environment; Correlation; Cross Cultural Studies; Economic Development; Outcomes of Education; Educational Attainment; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Sozioökonomischer Faktor; Special needs education; Sonderpädagogik; Sonderschulwesen; Einkommen; Sozialer Unterschied; Weibliches Geschlecht; Leseleistung; Lesetest; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Sekundarschüler; Vorhersage; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Korrelation; Cultural comparison; Kulturvergleich; Wirtschaftsentwicklung; Lernleistung; Schulerfolg; Bildungsabschluss; Bildungsgut
Abstract	This study investigates the multivariate relationships among socioeconomic factors, special education coverage (SEC), and reading across countries participating in the Program for International Student Assessment (PISA). Three socioeconomic factors were considered: (a) gross national income per capita, (b) income inequality via the Gini index, and (c) female adult literacy. Two education outcomes were examined: (a) school life expectancy (SLE), and (b) reading performance in the PISA 2009 and 2010 assessments. A structural equation model linking socioeconomic factors, education context factors, and SEC to reading and SLE was tested on 67 PISA countries. The model accounted for 63% of the variance in SEC, 71% of the variance in SLE, and 80% of the variance in reading performance. Special education coverage contributed significantly to SLE and reading. The roles of national economy and special education coverage in predicting reading are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01