Teaching Quality Effects on Reading Achievement and Reading Motivation: Findings From Germany

• In Event: AERA Poster Session 7
  In Poster Session: Innovations in Literacy Research, Theory, and Practice: Poster Session 2

Abstract

This study aims at exploring the effects of teaching quality on students’ reading achievement and reading motivation with observational data. A representative sample of N = 3067 secondary school students at 150 schools in Germany were tested and surveyed in grade 5, 6, and 7. Reading achievement and motivation in grade 7 were separately regressed on eleven measures of teaching quality that were obtained from the students and their German language teachers. We controlled for a rich set of prior achievement, motivation, and student background measures and added school-fixed effects to eliminate bias from unobserved school-level confounders. Only few components of teaching quality had positive or negative effects on the outcomes, most components showed neutral effects.

Authors

• Rolf Strietholt, TU Dortmund University

• Isa Steinmann, TU Dortmund University

• Frances Hoferichter, University of Greifswald

• Manja Attig, Leibniz Institute for Educational Trajectories

• Tobias Linberg, State Institute for School Quality and Education Research