The Importance of Instructional Quality for the Relation Between Achievement in Reading and Mathematics

摘要: Students gain access to mathematical tasks through reading; consequently, low-performing readers generally perform low in mathematics. High quality instruction might help students develop comprehension strategies for reading mathematics that weakens the relationship between and skills. The main aim of this chapter is investigate how instructional moderate achievement. Analyzing data from 37 countries benchmark participants who applied same sample TIMSS 2011 PIRLS 2011, two different models were fitted each educational system: (1) a two-level confirmatory factor analysis (CFA) model correlation achievement at student class levels, (2) random slopes which slope variation across classrooms was related class-level quality. In all systems, there strong positive Further, relation observed number countries. moderated inconclusive. influence on significantly by only six countries; nonetheless, driving hypothesis should not be rejected.