Pre-Reading and Pre-Arithmetic Instruction in Infant Education in the Netherlands: A Multilevel Analysis Approach.

Driessen, Geert W. J. M.

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Peer reviewed

ERIC Number: EJ552771

Record Type: Journal

Publication Date: 1997

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0300-4430

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Pre-Reading and Pre-Arithmetic Instruction in Infant Education in the Netherlands: A Multilevel Analysis Approach.

Driessen, Geert W. J. M.

Early Child Development and Care, v134 p1-21 Jul 1997

Examined whether students' prereading and prearithmetic test results varied as a result of the teaching strategy used. Subjects were 446 teachers and 5,490 children, 4-6 years old, from Dutch infant classes 1 and 2 of primary education. Socioethnic background was found to be more significant in explaining test results than teaching method. (JPB)

Descriptors: Classroom Techniques, Cultural Background, Ethnic Groups, Foreign Countries, Grade 1, Grade 2, Mathematics Skills, Outcomes of Education, Prereading Experience, Preschool Children, Preschool Education, Primary Education, Reading Skills, Teaching Methods, Teaching Styles

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Location: Netherlands

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Author Affiliations: N/A