Maximising meaning: creating a learning environment for reading comprehension of informative texts from a Vygotskian perspective

Abstract

Sociocultural theories based on the work of Vygotsky have been increasingly influential in educational sciences. Developmental education (DE) is a pedagogical approach based on Vygotskian theory that has inspired primary schools in the Netherlands to change the learning environment innovatively in a comprehensive way. In this article, we focus on the learning environment for reading comprehension of informative texts in upper-primary grade classrooms in DE. Our aim is to contribute to a more profound understanding of the characteristics of learning environments that are inspired by a Vygotskian approach and that are conducive to reading comprehension of informative texts. Five fourth-grade expert DE teachers participated in a multiple case study aimed at describing and analysing these characteristics for the domain of reading informative texts. Data were collected over a period of six to eight weeks for each teacher and consisted of videotaped interviews, classroom observations and documents. We conclude that DE learning environments are focused on maximising meaning from text for students. This is achieved by organising learning on the basis of emergent goals within students' participation in sociocultural practices.

Big Book dan Sustained Silent Reading untuk Meningkatkan Kemampuan Membaca Pemahaman

“…Big Book terdiri dari halaman gambar ilustrasi dan teks/tulisan. Guru mendorong siswa berpikir lebih jauh dan melibatkan mereka dalam percakapan yang kuat di kelas (van Rijk et al, 2017). Hal tersebut tergambar pada kegiatan Big Book dimana guru terlebih dahulu memperlihatkan halaman gambar, lalu siswa mencoba menebak isi cerita melalui gambar.…”

“…Guru memberikan pertanyaan-pertanyaan kepada siswa. Hal tersebut bertujuan untuk membuat teks-teks menarik dengan memberikan pertanyaan kepada siswa (van Rijk et al, 2017). Kegiatan Sustained Silent Reading dimulai dengan siswa memilih salah satu dari empat judul bahan bacaan yang telah disiapkan oleh guru.…”

“…7, Bln Juli, Thn 2020, Hal 920-925 Membaca pemahaman merupakan salah satu jenis dari membaca. Tujuan utama membaca adalah mendapatkan makna (van Rijk, Volman, de Haan, & van Oers, 2017). Seseorang mendapatkan makna dari bacaan dengan cara memahaminya terlebih dahulu.…”

“…Hal tersebut berasal dari praktik membaca yang sering. Oleh karena itu, hal yang penting untuk melatih membangun pemahaman yaitu menghabiskan banyak waktu untuk membaca (van Rijk et al, 2017). Membaca pemahaman berarti seseorang dituntut untuk mengerti makna dari teks yang dibacanya sehingga dapat memperoleh informasi.…”

When to Scaffold Motivational Self-Regulation Strategies for High School Students' Science Text Comprehension

“…Reading comprehension of scientific texts is a well-recognized, powerful vehicle for engaging students' minds and helping them construct scientific inquiry habits, reach a deep conceptual understanding, and attain science achievements (Graesser et al, 2002;Krajcik and Sutherland, 2010;Pearson et al, 2010;Yore and Tippett, 2014;van Rijk et al, 2017;Sason et al, 2020). However, researchers have asserted that the mere provision of reading opportunities and strategies is often insufficient to effectively develop science literacy without explicit scaffolding to support readers' self-regulated learning (Lai et al, 2014;Murphy et al, 2017).…”