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Peer reviewedvan der Aalsvoort, G. M.; Verheggen, Marjolein – Journal of Research in Special Educational Needs, 2003
This study compared use of portfolios as part of reading and spelling instruction in two Netherlands schools. Subjects were 92 6- to 7-year-olds including 14 poor readers. Quantitative evaluation indicated use of portfolios did not improve reading and spelling or self-esteem. Qualitative findings indicated that reading performance and self-esteem…
Descriptors: Foreign Countries, Instructional Effectiveness, Portfolio Assessment, Primary Education
