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

De Taallijn : interactief taalonderwijs in groep 1 en 2

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Effecten van de BLIKSEM-aanpak in groep 5 & 6 van het basisonderwijs. Eindverslag

Contains fulltext : 102478pub.pdf (publisher's version ) (Open Access)34 p

Interactief voorlezen aan peuters: Interactief!

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Peuters interactief met taal. Taallijn VVE: Taalstimulering voor jonge kinderen

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Bliksem groep 6. Een motiverende aanpak voor begrijpend lezen

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Bliksem groep 8. Een motiverende aanpak voor begrijpend lezen

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Long-term effects of strategic reading instruction in the intermediate elementary grades

Contains fulltext : 155886.pdf (publisher's version ) (Closed access)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 analyses showed positive effects on knowledge of reading strategies after one year of intervention at the end of Grade 3. At the end of Grade 4, there were also positive intervention effects on reading comprehension. No significant interaction effects were determined for age, gender, SES, or ethnic/linguistic background. The intervention effects were also not dependent on the level of the student's nonverbal intelligence, vocabulary, or decoding skills.26 p