This Article Full Text (OnlineFirst[PDF]) All Versions of this Article: 0002831207313345v1 45/2/319    most recent Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Google Scholar Articles by Luyten, H. Articles by Coe, R. Social Bookmarking                   What's this?

Effects of Schooling on Reading Performance, Reading Engagement, and Reading Activities of 15-Year-Olds in England

^* To whom correspondence should be addressed. E-mail: j.w.luyten{at}gw.utwente.nl.

	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.

CiteULike    Connotea    Del.icio.us    Digg    Reddit    Technorati    What's this?