Exploring the relationship between student approaches to learning and reading achievement at the school level

Using the Early Childhood Longitudinal Study, Kindergarten Cohort of 1998 (ECLS-K, 98), a nationally representative sample of kindergarteners in the United States, we investigated the relationship between approaches to learning and spring reading achievement with particular emphasis on classroom and school-level differences. We employed hierarchical linear modelling to investigate classroom- and school-level influences on children’s spring...