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Gender differences in reading achievement and enjoyment of reading: The role of perceived teaching quality

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  • Jan Hochweber
  • Svenja Vieluf

Abstract

The authors examined the extent to which classroom-specific relationships between students’ gender and their reading achievement and enjoyment of reading are associated with student-perceived teaching quality. Based on a sample of 10,543 ninth-grade students from 427 classrooms, multilevel analyses revealed that effective classroom management, adequate pacing, and a strong focus on language competencies were related to a less pronounced increase of girls’ advantage in reading achievement during Grade 9. High levels of teacher support and focus on language competencies were related to smaller gender differences in enjoyment of reading at the beginning of Grade 9, though not associated with change of these differences over the school year. Our findings suggest that high teaching quality is not only related to higher reading achievement and reading enjoyment in classrooms as a whole, but may also help to mitigate the increase of gender gaps in reading achievement and motivation commonly observed in secondary school.

Suggested Citation

  • Jan Hochweber & Svenja Vieluf, 2018. "Gender differences in reading achievement and enjoyment of reading: The role of perceived teaching quality," The Journal of Educational Research, Taylor & Francis Journals, vol. 111(3), pages 268-283, May.
    • Handle: RePEc:taf:vjerxx:v:111:y:2018:i:3:p:268-283
    DOI: 10.1080/00220671.2016.1253536
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    Cited by:

    1. Zoltan Hermann & Marianna Kopasz, 2018. "Educational policies and the gender gap in test scores: A cross-country analysis," Budapest Working Papers on the Labour Market 1805, Institute of Economics, Centre for Economic and Regional Studies.

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