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What Textbooks Offer and What Teachers Teach: An Analysis of the Dutch Reading Comprehension Curriculum
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Bogaerds-Hazenberg, Suzanne T. M.; Evers-Vermeul, Jacqueline; van den Bergh, Huub – Reading and Writing: An Interdisciplinary Journal, 2022
In the Netherlands, the quality of the reading curriculum is currently under debate because of disappointing results on national and international assessments of students' reading skills and motivation. In a mixed-method study, we analyzed the content of Dutch textbooks for reading comprehension instruction (i.e., the implemented curriculum) and…
Descriptors: Foreign Countries, Indo European Languages, Textbook Content, Grade 4
The Effect of a Strategy Training on Reading Comprehension in Fourth-Grade Students
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Muijselaar, Marloes; Swart, Nicole; Steenbeek-Planting, Esther; Droop, Mienke; Verhoeven, Ludo; de Jong, Peter – Journal of Educational Research, 2018
Previous studies have shown that instruction of reading strategies is an effective method for enhancing reading comprehension. However, many of the interventions in these studies focused on small groups of (poor) comprehenders and were provided by research assistants, making it time-consuming and relatively expensive. The authors implemented a…
Descriptors: Elementary School Students, Grade 4, Reading Instruction, Reading Strategies
Reading for Meaning: The Effects of Developmental Education on Reading Achievements of Primary School Students from Low SES and Ethnic Minority Families
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van Rijk, Yvonne; de Mey, Langha; de Haan, Dorian; van Oers, Bert; Volman, Monique – School Effectiveness and School Improvement, 2018
The appropriateness of innovative educational concepts for students from a low socioeconomic status (SES) or ethnic minority background is sometimes called into question. Disadvantaged students are supposed to benefit more from traditional approaches with Programmatic Instruction (PI). We examined Developmental Education (DE), an innovative…
Descriptors: Reading Comprehension, Reading Instruction, Reading Achievement, Elementary School Students
Effects of an Inconsistency-Detection Training Aimed at Improving Comprehension Monitoring in Primary School Children
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Wassenburg, Stephanie I.; Bos, Lisanne T.; de Koning, Björn B.; van der Schoot, Menno – Discourse Processes: A multidisciplinary journal, 2015
Grounded within the situation model framework, this study investigated the effectiveness of a reading comprehension strategy training aimed at improving children's comprehension monitoring strategies. Sixty-four third and fourth graders received a 4-week training targeted at situation model updating, evaluative and self-regulatory strategies, and…
Descriptors: Elementary School Students, Reading Comprehension, Reliability, Identification
Developmental Relations between Reading Comprehension and Reading Strategies
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Muijselaar, Marloes M. L.; Swart, Nicole M.; Steenbeek-Planting, Esther G.; Droop, Mienke; Verhoeven, Ludo; de Jong, Peter F. – Scientific Studies of Reading, 2017
We examined the developmental relations between knowledge of reading strategies and reading comprehension in a longitudinal study of 312 Dutch children from the beginning of fourth grade to the end of fifth grade. Measures for reading comprehension, reading strategies, reading fluency, vocabulary, and working memory were administered. A structural…
Descriptors: Correlation, Reading Comprehension, Reading Strategies, Longitudinal Studies
Long-Term Effects of Strategic Reading Instruction in the Intermediate Elementary Grades
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Droop, Mienke; van Elsäcker, Willy; Voeten, Marinus J. M.; Verhoeven, Ludo – Journal of Research on Educational Effectiveness, 2016
The purpose of the present study was to examine the effects of a program that offered sustained strategic reading instruction on reading abilities of third and fourth graders. The study was conducted among 1,469 children from 40 schools in the Netherlands. Schools were randomly assigned to either the experimental or control group. Multilevel…
Descriptors: Reading Instruction, Reading Strategies, Elementary School Students, Intermediate Grades
Effects of a Training Program in Deriving Word Meanings.
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Tomesen, Marieke; Aarnoutse, Cor – 1997
A study examined the effectiveness of a training program in deriving word meanings through morphological analysis and from context. Subjects were 31 fourth-grade average and poor readers from 8 Dutch elementary schools. Four groups of students were assigned to the experimental group and four groups were assigned to the control group. The…
Descriptors: Comparative Analysis, Context Clues, Foreign Countries, Grade 4