Pre‐reading and Pre‐arithmetic Instruction in Infant Education in the Netherlands: A Multilevel Analysis Approach

Abstract

This article describes the results of a study into the relationship between teacher and pupil characteristics in Dutch infant classes 1 and 2 (4‐6 year‐olds) of primary education. The study discerns three groups of variables: pupils’ socio‐ethnic background; pre‐reading and pre‐arithmetic test results; teaching strategy (intensity of guided/programmed activities). The main question is whetherthe pupils’ test results vary as a result of the teaching strategy used after controlling for socio‐ethnic background at individual as well as class level. The sample consists of 446 teachers and 5,490 pupils. The results of the multilevel analyses show that the teaching method used is of no relevance in explaining test results. The most important factor is the socio‐ethnic background of the pupils. The fact that a Dutch or immigrant pupil is from a working‐class background has a negative effect on the pre‐reading and pre‐arithmetic test results. The teaching method effects (i.e., the lack of effects) do not differ for classes with or without immigrant pupils. This does not alter the fact, however, that pupils in classes with a relatively high number of working‐class children do less well, quite apart from their individual socio‐ethnic background.