Reading for Meaning: The Effects of Developmental Education on Reading Achievements of Primary School Students from Low SES and Ethnic Minority Families

Autor/inn/en	van Rijk, Yvonne; de Mey, Langha; de Haan, Dorian; van Oers, Bert; Volman, Monique
Titel	Reading for Meaning: The Effects of Developmental Education on Reading Achievements of Primary School Students from Low SES and Ethnic Minority Families
Quelle	In: School Effectiveness and School Improvement, 29 (2018) 2, S.285-307 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (van Oers, Bert)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2018.1433691
Schlagwörter	Reading Comprehension; Reading Instruction; Reading Achievement; Elementary School Students; Low Achievement; Socioeconomic Status; Minority Groups; Ethnic Groups; Pretests Posttests; Foreign Countries; Grade 4; Reading Strategies; Reading Motivation; Intelligence Tests; At Risk Students; Comparative Analysis; Disadvantaged Youth; Developmental Studies Programs; Indo European Languages; Netherlands; Raven Progressive Matrices + Suchen Sie Ihr Suchwort? Leseverstehen; Leseunterricht; Leseleistung; Unterdurchschnittliche Leistung; Socio-economic status; Sozioökonomischer Status; Ethnische Minderheit; Ethnie; Ausland; School year 04; 4. Schuljahr; Schuljahr 04; Reading strategy; Leselernstufe; Lesetechnik; Lesemotivation; Intelligence test; Intelligenztest; Benachteiligter Jugendlicher; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Indoeuropäisch; Niederlande
Abstract	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 approach, inspired by Vygotskian theory, in which reading skills are developed through meaningful reading of texts corresponding to students' self-generated problems. The effectiveness of DE is compared to PI in terms of reading comprehension, strategy knowledge, and reading motivation of 4th-grade students; 170 students from ethnic minority or low SES background participated in a pretest-posttest natural 2-group design. Outcomes were similar in both approaches, with one exception: Students with an ethnic minority background in DE performed better on strategy knowledge than similar students in PI. These results are discussed in relation to previous studies on the appropriateness of innovative curricula for disadvantaged students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01