Data for: Longitudinal effects of teaching strategies on reading outcomes and reading interest in primary school

Published: 17 Jul 2019 | Version 1 | DOI: 10.17632/msw3tz5kk2.1
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Description of this data

The study investigated teachers’ teaching strategies longitudinal impact on their students´ reading outcomes and reading interest in primary grades. In the study, 220 Estonian primary school students and their 12 native language teachers from 12 schools participated. The results revealed that students’ 1st-grade reading outcomes had a positive effect on their 3rd-grade vocabulary and text comprehension results. A structural equation model showed that frequent use of teaching strategies had no longitudinal effect on students’ text comprehension but did have a negative effect on their reading interest.

Experiment data files

Latest version

  • Version 1

    2019-07-17

    Published: 2019-07-17

    DOI: 10.17632/msw3tz5kk2.1

    Cite this dataset

    Käsper, Maile; Mikk, Jaan; Uibu, Krista (2019), “Data for: Longitudinal effects of teaching strategies on reading outcomes and reading interest in primary school”, Mendeley Data, v1 http://dx.doi.org/10.17632/msw3tz5kk2.1

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Institutions

Tartu Ulikool

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Social Studies

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The files associated with this dataset are licensed under a Creative Commons Attribution 4.0 International licence.

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