The Study of Student and Teacher Levelon Students' Reading Achievement in Fourth Grade Based on PIRLS Data (2006)

Authors

• H. Zare
• - S Naghsh

Abstract

   The goal of this study wasto investigate the relationships between reading achievement and student and teacher level variables,and the examination of the percentage of each level in explaining total student reading achievement variance. In order to conduct this study, PIRLS data (2006) collected fromnational fourth-grade was used. Our analysis focused on the Iranian sample that included 5411 students from 236 schools. The variables used in this analysis are in two levels: the student level (attitude and self-concept) and the teacher level (grouping and homework). Two-level hierarchical linear modeling (HLM) was used to explore the relationship between student reading achievement and the hypothesized predictors in this analysis. The results indicated that in student level, the relationship between self-efficacy and attitudes was significant and also, in teacher level, the relationship between reading achievements in grouping was significant;however, there is not any significant relationship between reading achievement and homework.

Keywords

• self-concept
• Attitude
• Grouping
• Homework
• PIRLS 2006
• HLM

20.1001.1.20086369.1395.7.26.3.4

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