Melanie Olczyk, Sarah Gentrup, Thorsten Schneider, Anna Volodina, Valentina Perinetti Casoni, Elizabeth Washbrook, Sarah Jiyoon Kwon, Jane Waldfogel
Teacher judgements and gender achievement gaps in primary education in England, Germany, and the US
Social science research
effective literacy skills essential actively participate todays society however little research conducted examined impact contextual variables literacy development present paper addressed whether socioeconomic status school sses children attend affects literacy achievements eighthundred seventyeight 2nd 4th grade children participated study data collected lowses vulnerable midhighses nonvulnerable schools children completed large battery language cognitive literacy tasks catalan language spoken region spain virtually children least bilingual also speak spanish main language instruction results showed children vulnerable schools outperformed children nonvulnerable schools across literacy competencies particularly affected higher order skills text quality reading comprehension differences nonvulnerable peers remained even controlling contextlevel covariates including familial ses however sses ceased exert significant influence childrens cognitive especially linguistic skills considered study adds previous research claiming school ses effect students literacy skills beyond childrens home ses however findings also suggest literacy performance ultimately mostly dependent educationally actionable subjectlevel skills educational implications discussed