Reading for Meaning: The Effects of Developmental Education on Motivation and Achievement in Reading Informative Texts in Primary School

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 Motivation and Achievement in Reading Informative Texts in Primary School
Quelle	In: Research Papers in Education, 32 (2017) 3, S.333-352 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (van Oers, Bert)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1522
DOI	10.1080/02671522.2016.1225789
Schlagwörter	Content Area Reading; Foreign Countries; Textbooks; Teaching Methods; Individual Characteristics; Developmental Studies Programs; Inquiry; Reading Instruction; Classroom Environment; Environmental Influences; Pretests Posttests; Questionnaires; Grade 4; Elementary School Students; Reading Materials; Achievement Tests; Reading Achievement; International Assessment; Reading Tests; Intelligence Tests; Decoding (Reading); Likert Scales; Statistical Analysis; Netherlands; Progress in International Reading Literacy Study; Raven Progressive Matrices + Suchen Sie Ihr Suchwort? Sinnerfassendes Lesen; Ausland; Textbook; Text book; Schulbuch; Lehrbuch; Teaching method; Lehrmethode; Unterrichtsmethode; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Leseunterricht; Klassenklima; Unterrichtsklima; Environmental influence; Umwelteinfluss; Fragebogen; School year 04; 4. Schuljahr; Schuljahr 04; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Leseleistung; Lesetest; Intelligence test; Intelligenztest; Dekodierung; Likert-Skala; Statistische Analyse; Niederlande
Abstract	Content-oriented reading interventions that focus on the integration of motivational enhancement and strategy instruction have been found to have positive effects. Developmental education (DE) in the Netherlands is an innovative content-oriented approach in which reading is an integral part of an inquiry-oriented curriculum. Reading for meaning is a central pursuit, and strategy instruction is functionally integrated. This study differs from previous studies in three aspects. Firstly, instead of interventions, two types of existing practices were compared: the DE approach and a textbook-driven programmatic instruction approach (PI). Secondly, this study accounted for classroom influences by conducting multilevel analyses. Thirdly, control variables, i.e. ethnic background, home language, SES, non-verbal IQ, gender, vocabulary and decoding skills, were taken into account. The effects of both approaches were investigated in terms of reading comprehension, knowledge of reading strategies and reading motivation. In a pretest-posttest natural two-group design, tests and questionnaires were administered to 570 grade 4 students in 24 schools. The outcomes that resulted from the DE approach were as good as those from the PI approach. These results are discussed in relation to previous studies that have reported better outcomes of content-oriented reading approaches than traditional and strategy reading approaches. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01