How to improve reading comprehension in high-risk students: effects of class practices in Grade 5

Vanlaar, Gudrun; Denies, Katrijn; Vandecandelaere, Machteld; Damme, Jan Van; Verhaeghe, Jean Pierre; Pinxten, Maarten; Fraine, Beatrijs De

doi:10.1080/09243453.2013.811088

Cited by 9 publications

(17 citation statements)

References 76 publications

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“…Belfi et al, 2011), this finding is not entirely surprising. This outcome is also in line with other research that is involved with equity in education (Vanlaar et al, 2014(Vanlaar et al, , 2016. Longitudinal data could provide further insight into the differential effectiveness of SLP.…”

Section: Discussionsupporting

confidence: 87%

“…EER also indicated that (the magnitude of) school effects is not necessarily equivalent for different types of students (Bosker, 1991;Mortimore et al, 1988), or for all types of skills (Mortimore et al, 1988;Rymenans et al, 1996). Research on such differential effects of school factors on language skills in primary education is rather scarce (Vanlaar et al, 2014(Vanlaar et al, , 2016. Nevertheless, the few studies available indicate that some school factors can reduce the impact of student background variables on academic achievement (Kyriakides et al, 2018).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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Promoting primary school pupils’ language achievement: investigating the impact of school-based language policies

Vanbuel

Branden

2020

School Effectiveness and School Improvement

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School-based language policies (SLP) are expected to have a positive effect on student achievement. To date, few studies have empirically examined the impact of such policies on student outcomes. This study investigates to what extent SLPs are related to pupils' reading performance from an educational effectiveness perspective. In addition, the study investigates whether SLPs have differential effects for pupils at risk of underachievement. Data from a cross-sectional study involving 3,000 pupils in the first, third, and sixth grades of 28 elementary schools in Flanders, the northern Dutch-speaking part of Belgium, were analyzed using multivariate multilevel modeling. Results indicate that one SLP component, team reflective capacity for language instruction, positively affects students' decoding skills in reading. No differential effects for low-versus high-risk pupils were found.

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Section: Discussionsupporting

confidence: 87%

Section: Theoretical Frameworkmentioning

confidence: 99%

Promoting primary school pupils’ language achievement: investigating the impact of school-based language policies

Vanbuel

Branden

2020

School Effectiveness and School Improvement

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“…Schüler*innen mit ungünstigen Lernvoraus-setzungen lernen dagegen bei der rein schüler*innenzentrierten Unterrichtsmethode weniger als bei der ausgewogenen Unterrichtsmethode. Vergleichbare Befunde werden auch in internationalen Studien berichtet (Andersen & Andersen, 2017;Vanlaar et al, 2014).…”

Section: Schüler*innenzentrierter Unterrichtunclassified

Mit welcher Unterrichtsgestaltung können Leistungsunterschiede nach der sozialen Herkunft abgeschwächt werden? Empfehlungen auf Grundlage der empirischen Unterrichtsforschung

Nachbauer

2023

DDS

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In diesem Bericht werden die Ergebnisse eines Forschungsprojekts zum Einfluss der Unterrichtsgestaltung auf Leistungsunterschiede nach der sozialen Herkunft zusammengefasst. Es wird ein Überblick über Forschungsbefunde in den Bereichen Unterstützung/Feedback, leistungsheterogene Gruppen und schüler*innenzentrierter Unterricht gegeben. Auf dieser Grundlage werden Empfehlungen zur Unterrichtsgestaltung formuliert.

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“…Generally, classroom procedures and routines may seem obvious to their neurotypical peers; however, students with ASD may require clear instructions or prompt cards, particularly for constructionist class activities such as project work and discussion. Children with ASD should be given ample opportunity to practise collaboration skills before starting to work in cooperative groupings (Kamps, leonard, Potucek, & Garrison-Harrell, 1995;Vanlaar et al, 2013). Explicit instruction on how to use appropriate cognitive strategies such as reciprocal questioning and giving peer feedback, for example, is necessary for effective group interaction (El Zein et al, 2014;Senokossoff, 2015).…”

Section: Social Awarenessmentioning

confidence: 99%

“…In general, all poor comprehenders require well-organised and appealing lessons, effective class management and differentiated instruction that encourages achievement (Vanlaar et al, 2013). Furthermore, it has also been demonstrated that they gain from interventions using multiple instructional strategies (Chiang & lin, 2007;El Zien et al, 2013;Mirenda, 2003;Senokossoff, 2015).…”

Section: Introductionmentioning

confidence: 99%

Reading comprehension intervention for high-functioning children with autism spectrum disorders

Woolley

2016

Australian Journal of Learning Difficulties

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school of education, faculty of science, Health, education and engineering, university of the sunshine coast, ABSTRACTThe prevalence of children with autism spectrum disorders appears to be on the increase and educators are becoming more aware of their educational and social needs. In particular, many students with high-functioning autism have a deficit in reading comprehension. As a consequence, there is now a greater determination by educators to design the most appropriate reading interventions to address their specific learning impairments. This article outlines a balanced instructional framework for reading comprehension intervention that includes a three-levelled structure incorporating language decoding, language comprehension and metacognitive processes. Research suggests that reading comprehension intervention should focus on reading for meaning by incorporating visual and verbal cognitive strategies to enhance the development of local and global inferencing skills. The framework highlights the need to develop language, social and self-regulation abilities in association with dialogic interaction.

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How to improve reading comprehension in high-risk students: effects of class practices in Grade 5

Cited by 9 publications

References 76 publications

Promoting primary school pupils’ language achievement: investigating the impact of school-based language policies

Promoting primary school pupils’ language achievement: investigating the impact of school-based language policies

Mit welcher Unterrichtsgestaltung können Leistungsunterschiede nach der sozialen Herkunft abgeschwächt werden? Empfehlungen auf Grundlage der empirischen Unterrichtsforschung

Reading comprehension intervention for high-functioning children with autism spectrum disorders

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