Improving reading achievements of struggling learners

Houtveen, Thoni; Grift, Wim van de

doi:10.1080/09243453.2011.600534

Cited by 27 publications

(17 citation statements)

References 33 publications

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“…However, a gap remains between research findings and educational practice ( Van Keer and Verhaeghe, 2005 ; Liang and Dole, 2006 ; Andreassen and Bråten, 2011 ). That is, instructional methods and materials to teach reading comprehension often are insufficient and the empirical support for the taught reading strategies’ effectiveness is equivocal ( Droop et al, 2012 ; Houtveen and van de Grift, 2012 ; Stoeldraijer and Forrer, 2012 ). In particular, it has been suggested that instructional methods have not been sufficiently grounded in relevant reading comprehension literature focusing on the different levels of mental text representation.…”

Section: Introductionmentioning

confidence: 99%

Training Inference Making Skills Using a Situation Model Approach Improves Reading Comprehension

et al. 2016

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This study aimed to enhance third and fourth graders’ text comprehension at the situation model level. Therefore, we tested a reading strategy training developed to target inference making skills, which are widely considered to be pivotal to situation model construction. The training was grounded in contemporary literature on situation model-based inference making and addressed the source (text-based versus knowledge-based), type (necessary versus unnecessary for (re-)establishing coherence), and depth of an inference (making single lexical inferences versus combining multiple lexical inferences), as well as the type of searching strategy (forward versus backward). Results indicated that, compared to a control group (n = 51), children who followed the experimental training (n = 67) improved their inference making skills supportive to situation model construction. Importantly, our training also resulted in increased levels of general reading comprehension and motivation. In sum, this study showed that a ‘level of text representation’-approach can provide a useful framework to teach inference making skills to third and fourth graders.

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Section: Introductionmentioning

confidence: 99%

Training Inference Making Skills Using a Situation Model Approach Improves Reading Comprehension

et al. 2016

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“…However, a gap remains between empirical findings and actual instruction (Aarnoutse & Weterings, 1995;Andreassen & Bråten, 2011;Liang & Dole, 2006;van Keer & Verhaeghe, 2005). That is, curricular textbooks for reading comprehension are often inadequate, and the effectiveness of the included reading strategies is not always supported by empirical evidence (Droop, van Elsäcker, Voeten, & Verhoeven, 2012;Houtveen & van de Grift, 2012;Stoeldraijer & Forrer, 2012). Moreover, relatively little teaching time is spent on reading comprehension in Dutch primary schools, with even less time devoted to explicit instruction (Houtveen & van de Grift, 2007;Periodic Survey of Educational Level, 2013;van Elsäcker, 2002).…”

Section: Introductionmentioning

confidence: 99%

Effects of an Inconsistency-Detection Training Aimed at Improving Comprehension Monitoring in Primary School Children

Wassenburg¹,

Bos²,

Koning³

et al. 2015

Discourse Processes

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Grounded within the situation model framework, this study investigated the effectiveness of a reading comprehension strategy training aimed at improving children's comprehension monitoring strategies. Sixty-four third and fourth graders received a 4-week training targeted at situation model updating, evaluative and selfregulatory strategies, and metacognitive awareness. A group (n ¼ 51) following the school's regular reading comprehension curriculum served as the control group. The inconsistency-detection training was expected to show a pretest-toposttest enhancement in comprehension monitoring strategies (measured with the inconsistency-detection paradigm), general reading comprehension, and reading motivation. Results showed that, compared with the control group, fourth graders' inconsistency-detection performance significantly improved after the inconsistency-detection training. Third graders did not show a significant gain. General reading comprehension and reading motivation scores were promising for children receiving the inconsistency-detection training. In summary, our inconsistencydetection training was an effective means to enhance children's use of monitoring strategies required for constructing and updating a coherent situation model and to transfer these strategies to novel texts.

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“…In the sole multitier 1, 2 and 3 study, Houtveen and van de Grift () implemented a self‐devised Reading Acceleration Programme over a 3‐year period in 21 schools in the Netherlands. The teachers who delivered the intervention were ‘trained to improve their core instruction, to broaden their instruction for struggling learners, and to implement special measures for pupils who do not respond sufficiently to these interventions’ (p. 71).…”

Section: Resultsmentioning

confidence: 99%

“…movement of children between tiers or changes in intensity of instruction at different tiers), and the reading programmes used were of secondary interest (e.g. Houtveen & van de Grift, ).…”

Section: Resultsmentioning

confidence: 99%

A systematic literature review of the organisational arrangements of primary school‐based reading interventions for struggling readers

Stentiford

Koutsouris

Norwich

2018

Journal Research in Reading

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This paper presents findings from a systematic literature review that explored the delivery arrangements of school-based reading interventions for struggling readers aged 5-8 years. Databases were searched for published and unpublished studies from 1970 to 2017, which employed a randomised controlled trial or quasi-experimental design. Sixty-four texts that met the inclusion criteria were categorised according to targeted tier based on the response-to-intervention model. Findings showed that tier 2/3 interventions targeting pupils who did not respond to whole class teaching (tier 1) were almost exclusively delivered in pull-out sessions by people other than the classroom teacher. At present, certain delivery arrangements appear to be used more than others in reading interventions conducted with young pupils in schools. This could to some extent reflect practices already used in primary schools and suggests that pupils who are identified for tier 2/3 support might have less access to their teacher's time and expertise.

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Improving reading achievements of struggling learners

Cited by 27 publications

References 33 publications

Training Inference Making Skills Using a Situation Model Approach Improves Reading Comprehension

Training Inference Making Skills Using a Situation Model Approach Improves Reading Comprehension

Effects of an Inconsistency-Detection Training Aimed at Improving Comprehension Monitoring in Primary School Children

A systematic literature review of the organisational arrangements of primary school‐based reading interventions for struggling readers

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