The Impact of Conversations on Fourth Grade Reading Performance - What NAEP Data Explorer Tells?

Year 2017, , 407 - 417, 15.10.2017

Jeremy Bond Mingyuan Zhang

https://doi.org/10.12973/eu-jer.6.4.407

Abstract

This study presented a secondary analysis of the National Assessment of Educational Progress (NAEP) dataset. The paper explored the differences between fourth grade reading scores by examining (1) how often the fourth graders discuss their school work at home with family and (2) how often the fourth graders discuss what they were reading with friends. The results by NAEP Data Explorer indicate that the average scale score (M=214, SD=36) of students who report “never or hardly ever” talking about studies at home was significantly (p <0.001) lower than all other groups. The results of how often they talked to their friends about what they were reading were mixed: Students reporting talk with friends once or twice a month (M=228, SD=35) had significantly (p<0.001) higher average scale scores than those in the never or hardly ever and almost every day groups and slightly lower than those talking once or twice a week

Keywords

Reading performance, National Assessment of Educational Progress, NAEP

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