Jan Hochweber|Svenja Vieluf
Gender differences in reading achievement and enjoyment of reading: The role of perceived teaching quality
St.Gallen University of Teacher Education|DIPF  Leibniz Institute for Research and Information in Education|DIPF  Leibniz Institute for Research and Information in Education
authors examined extent classroomspecific relationships students gender reading achievement enjoyment reading associated studentperceived teaching quality based sample 10543 ninthgrade students 427 classrooms multilevel analyses revealed effective classroom management adequate pacing strong focus language competencies related less pronounced increase girls advantage reading achievement grade 9 high levels teacher support focus language competencies related smaller gender differences enjoyment reading beginning grade 9 though associated change differences school year findings suggest high teaching quality related higher reading achievement reading enjoyment classrooms whole may also help mitigate increase gender gaps reading achievement motivation commonly observed secondary school