Integrating a WebQuest in the Primary School Curriculum Using Anchored Instruction. CORELL: Computer Resources for

Abstract. Based on a literature review, a means for integrating WebQuests in day-to-day school activities is introduced using principles of Anchored Instruction. Following these ideas in an effect study, including 109 children in 4 th , 5 th and 6 th grade, significant learning gains were found, with a large effect size. Differences in learning gain were found between groups of children from different teachers, and reading comprehension was an important predictor of learning gain. The study gives strong support for a more integrated approach in which learning to search for meaningful information and processing this information is part of the more general educational curriculum

Predictors of reading literacy for first and second language learners

In this study an attempt was made to construct a multi-factor model predicting the development of reading literacy in the upper grades of primary school in the Netherlands for subgroups of 729 first language (L1) learners and 93 second language (L2) learners. Following a longitudinal design, it was explored to what extent the variation in reading literacy development in L1 and L2 from grade 4 to grade 6 can be explained from children’s word decoding, language, mathematics and nonverbal reasoning skills, reading motivation and self confidence as well as their home reading resources. The results showed that L1 and L2 learners differed in reading literacy skills, language, mathematics, and reasoning skills. Structural equation modelling showed that the reading literacy development in both L1 and L2 learners could be explained from decoding, language, mathematics and reasoning skills, as well as their motivation and self-confidence. A striking difference was the fact that home reading resources had an impact on reading literacy in L1 learners but not in L2 learners

Zijn de voordelen van tweetaligheid voor alle tweetalige kinderen even groot?

Benefits of being bilingual? The relationship between pupils’ perceptions of teachers’ appreciation of their home language and executive functioning We aimed to investigate whether bilingual pupils’ perceptions of their teachers’ appreciation of their Home Language (HL) were of influence on bilingual cognitive advantages. We examined whether Dutch bilingual primary school pupils who speak either German or Turkish at home differed in perceptions of their teacher’s appreciation of their HL, and whether these differences could explain differences between the two groups in executive functioning. Executive functioning was measured through computer tasks, and perceived HL appreciation through orally administered questionnaires. The relationship between the two was assessed with regression analyses. German-Dutch pupils perceived more appreciation of their home language from their teacher than Turkish-Dutch pupils did. This difference partly explained differences in executive functioning. Besides, we replicated bilingual advantages in nonverbal working memory and switching, but not in verbal working memory or inhibition. This study demonstrates that bilingual advantages cannot be dissociated from the influence of the sociolinguistic context of the classroom. Thereby, it stresses the importance of culturally responsive teaching

Role of linguistic and sociocultural diversity in reading literacy achievement: a multilevel approach

This study examined how linguistic and sociocultural diversity have an impact on the reading literacy outcomes of a representative sample of 3,549 first-language (L1) and 208 second-language (L2) fourth-grade students in the Netherlands. A multilevel modelling analysis was conducted using Progress in International Reading Literacy Study 2006 data to explore to what extent linguistic background, socioeconomic status (SES), home and school literacy environment and reading attitudes explain differences in reading literacy achievement. Significant differences between L1 and L2 students were found with regard to reading literacy achievement, SES and the home and school literacy environment. Multilevel modelling analysis showed 34.7% of explained variance in reading literacy achievement, whereby the student level accounts for most of the explained variance. In the final model, linguistic background, SES, home and school literacy environment and reading attitudes were found to have a significant effect on reading literacy achievement

Developing a morphological awareness intervention through inquiry-based learning

Secondary school students are increasingly exposed to texts containing morphologically complex words. Morphological knowledge may help with understanding those words. Appropriate educational materials to teach morphological awareness (MA) are scarce. A design-based approach was used to develop an MA-intervention for Dutch secondary school students. We (1) analysed the aforementioned problem through semi-structured discussions with teachers and a review of previous MA-intervention research; (2) developed a prototype of an MA-intervention in collaboration with teachers; (3) evaluated materials from Step 2 quantitatively through a pilot study with seventh grade students (N = 60) and qualitatively through a semi-structured discussion with teacher educators (N = 4); and (4) reflected on the proposed design principles. Insights obtained from teachers and the literature were implemented in our MA-intervention. Students' performance was related to a measure of general language proficiency. Finally, teachers, students, and teacher educators pointed out several strengths and weaknesses of the intervention. The present study highlights the importance of the following design principles: focus on the patterns in morphology in order for students to explicate their morphological knowledge, suitability of the intervention for students with varying levels of language proficiency, and availability of training and background information about MA for teachers. Collaborating with teachers provided indispensable insights into students' needs, knowledge of MA, how MA-interventions can be implemented and matched to teachers' pedagogical expertise and experience