Socioeconomic and language minority classroom composition and individual reading achievement: The mediating role of instructional quality.

Autor/inn/en	Rjosk, Camilla; Richter, Dirk; Hochweber, Jan; Lüdtke, Oliver; Klieme, Eckhard; Stanat, Petra
Titel	Socioeconomic and language minority classroom composition and individual reading achievement: The mediating role of instructional quality. Gefälligkeitsübersetzung: Klassenzusammensetzung mit sozioökonomischen und Sprachminderheiten und die individuelle Leseleistung: Die vermittelnde Rolle der Unterrichtsqualität.
Quelle	In: Learning and instruction, (2014) 32, S. 63-72Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0959-4752; 1873-3263
DOI	10.1016/j.learninstruc.2014.01.007
Schlagwörter	Bildung; Erziehung; Sozioökonomischer Status; Schulklasse; Schulumwelt; Lehren; Sprache; Leseleistung; Leistung; Minderheit
Abstract	Examined the influence of socioeconomic (SES) and language minority aspects of classroom composition on reading achievement among 9th graders. As aspects of instructional quality, the mediating effects of focus on language, student-oriented climate, and structured classroom management were also assessed. Data from 352 9th grade classes across Germany on two occasions of measurement were included in the analyses (total of 8,047 students mean age 14 years). Findings showed that individual reading achievement was significantly related to SES. Reading achievement was higher for students in classes with a higher average SES regardless of individual student backgrounds. The proportion of German language learners in class had no significant effect on reading achievement. Student-oriented climate and structured classroom management were not shown to mediate the SES composition effect significantly. However, the tendency for teachers to focus on less challenging language instruction in classes with lower average SES may have had a marginally significant effect on reading achievement. In conclusion, the SES classroom composition appears most significant in student academic achievement. The instructor's language level focus during instruction may also play a mediating effect. More challenging language instruction in classrooms with a lower average SES is recommended to stimulate students to greater academic achievement. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3