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The Effect of Utilization of Extended Education Offerings and of Their Quality on Reading Achievement at Open-Attendance All-Day Schools

Benjamin von Allmen, Marianne Schüpbach, Lukas Frei, Wim Nieuwenboom

Abstract


Abstract

This paper investigates the effect of primary school students’ utilization of extended education offerings and of the quality of extended education on reading achievement in the Germanspeaking part of Switzerland. All-day schools are being set up. Among other reasons, as a means to level the increasing scholastic demands in the primary schools. In this context, it is expected that students’ utilization of extended education will have a positive impact on their reading achievement. The authors analyzed data on 1,002 students from the longitudinal ‘EduCare-TaSe: All-Day School and School Success?’ study. Extended education offerings did not have a general effect on reading achievement. There was also no compensatory effect regarding the language spoken at home or socioeconomic status. However, the quality of extended education offerings had a positive effect on reading achievement in students with long-term utilization of extended education offerings.

Keywords: all-day school, reading achievement, compensatory effects

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Bibliography: von Allmen, Benjamin/Schüpbach, Marianne/Frei, Lukas/Nieuwenboom, Wim: The Effect of Utilization of Extended Education Offerings and of Their Quality on Reading Achievement at Open-Attendance All-Day Schools, IJREE – International Journal for Research on Extended Education, Vol. 7, Issue 1-2019, pp. 5-19. 
https://doi.org/10.3224/ijree.v7i1.02

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