Examining reading comprehension in disadvantaged segregated classes. The role of class composition, teacher trust, and teaching learning strategies

Abstract

ABSTRACT At-risk students are overrepresented in disadvantaged segregated primary schools. Often, these students begin with an educational delay and have less parental support, which makes them more dependent on the quality of their education. Since quality of education depends in great measure upon mechanisms at the class level, it is crucial to gain insight into the interrelations between class input, teacher process variables and student outcomes. A multilevel path analysis was conducted to explore the relationship between socioeconomic and ethnic class composition, teacher trust in students, teaching learning strategies, and reading comprehension in socially and ethnically disadvantaged segregated primary classes. A reading comprehension test, teacher questionnaire and video observations of language lessons were administered (September – October 2013) to a sample of 7- and 8-year-old students (n = 271) and their 22 teachers. The socioeconomic and ethnic class situation had a significant impact on teaching learning strategies, which in turn was positively related to students’ reading comprehension. Our findings underline the key role of teaching learning strategies, which mediates the relationship between the socioeconomic and ethnic class composition and reading comprehension in disadvantaged, segregated primary classes. Policy implications, limitations and directions for future research are discussed.