Session Information
09 SES 10 A, Findings from International Comparative Achievement Studies. Session 6: Relationships in Reading Performance (Part 3)
Symposium, continued from 09 Ses 05 A and 09 Ses 09 A
Contribution
There are 20,000 elementary school students (approx. one in nine) in Slovenia who attend music schools and learn to play a musical instrument. PIRLS 4th grade students in Slovenia who attend music schools have significantly higher reading achievements then their peers who do not attend such schools. The 'gender difference' in reading literacy is quite large in Slovenia, but the 'music school difference' seems to be even greater: boys who attend music schools have higher reading achievements than girls who don't. We cannot say whether there is a causal relationship between the two phenomena. There might be factors attributable to music schools that accelerate reading abilities but there is also a possibility that musical schools are attended by students who would perform better in reading even if they were not playing a musical instrument. Maybe they share cognitive characteristics that are affected neither by elementary schooling nor by music schooling. However, the notion of music schools and better reading achievement has been detected in all SES groups (defined by the parents' highest education and/or number of books at home). In this paper, we examine the relationship between reading achievements, music school attendance and domestic background characteristics of PIRLS students.
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