Reading for meaning: the effects of Developmental Education on reading achievements of primary school students from low SES and ethnic minority families

Yvonne van Rijk, Langha de Mey, Dorian de Haan, Bert van Oers, Monique Volman

Research output: Contribution to JournalArticleAcademicpeer-review

Abstract

The appropriateness of innovative educational concepts for students from a low socioeconomic status (SES) or ethnic minority background is sometimes called into question. Disadvantaged students are supposed to benefit more from traditional approaches with Programmatic Instruction (PI). We examined Developmental Education (DE), an innovative approach, inspired by Vygotskian theory, in which reading skills are developed through meaningful reading of texts corresponding to students’ self-generated problems. The effectiveness of DE is compared to PI in terms of reading comprehension, strategy knowledge, and reading motivation of 4th-grade students; 170 students from ethnic minority or low SES background participated in a pretest-posttest natural 2-group design. Outcomes were similar in both approaches, with one exception: Students with an ethnic minority background in DE performed better on strategy knowledge than similar students in PI. These results are discussed in relation to previous studies on the appropriateness of innovative curricula for disadvantaged students.

Original languageEnglish
Pages (from-to)1-23
Number of pages23
JournalSchool Effectiveness and School Improvement
Volume29
Issue number2
DOIs
Publication statusPublished - 23 Feb 2018

Fingerprint

national minority
primary school
social status
education
student
instruction
knowledge
comprehension
curriculum
Group

Keywords

  • Developmental Education
  • disadvantaged students
  • Reading comprehension
  • reading for meaning

Cite this

@article{f69dad086e4746f483b59f350d4cf752,
title = "Reading for meaning: the effects of Developmental Education on reading achievements of primary school students from low SES and ethnic minority families",
abstract = "The appropriateness of innovative educational concepts for students from a low socioeconomic status (SES) or ethnic minority background is sometimes called into question. Disadvantaged students are supposed to benefit more from traditional approaches with Programmatic Instruction (PI). We examined Developmental Education (DE), an innovative approach, inspired by Vygotskian theory, in which reading skills are developed through meaningful reading of texts corresponding to students’ self-generated problems. The effectiveness of DE is compared to PI in terms of reading comprehension, strategy knowledge, and reading motivation of 4th-grade students; 170 students from ethnic minority or low SES background participated in a pretest-posttest natural 2-group design. Outcomes were similar in both approaches, with one exception: Students with an ethnic minority background in DE performed better on strategy knowledge than similar students in PI. These results are discussed in relation to previous studies on the appropriateness of innovative curricula for disadvantaged students.",
keywords = "Developmental Education, disadvantaged students, Reading comprehension, reading for meaning",
author = "{van Rijk}, Yvonne and {de Mey}, Langha and {de Haan}, Dorian and {van Oers}, Bert and Monique Volman",
year = "2018",
month = "2",
day = "23",
doi = "10.1080/09243453.2018.1433691",
language = "English",
volume = "29",
pages = "1--23",
journal = "School Effectiveness and School Improvement",
issn = "0924-3453",
publisher = "Routledge",
number = "2",

}

Reading for meaning : the effects of Developmental Education on reading achievements of primary school students from low SES and ethnic minority families. / van Rijk, Yvonne; de Mey, Langha; de Haan, Dorian; van Oers, Bert; Volman, Monique.

In: School Effectiveness and School Improvement, Vol. 29, No. 2, 23.02.2018, p. 1-23.

Research output: Contribution to JournalArticleAcademicpeer-review

TY - JOUR

T1 - Reading for meaning

T2 - the effects of Developmental Education on reading achievements of primary school students from low SES and ethnic minority families

AU - van Rijk, Yvonne

AU - de Mey, Langha

AU - de Haan, Dorian

AU - van Oers, Bert

AU - Volman, Monique

PY - 2018/2/23

Y1 - 2018/2/23

N2 - The appropriateness of innovative educational concepts for students from a low socioeconomic status (SES) or ethnic minority background is sometimes called into question. Disadvantaged students are supposed to benefit more from traditional approaches with Programmatic Instruction (PI). We examined Developmental Education (DE), an innovative approach, inspired by Vygotskian theory, in which reading skills are developed through meaningful reading of texts corresponding to students’ self-generated problems. The effectiveness of DE is compared to PI in terms of reading comprehension, strategy knowledge, and reading motivation of 4th-grade students; 170 students from ethnic minority or low SES background participated in a pretest-posttest natural 2-group design. Outcomes were similar in both approaches, with one exception: Students with an ethnic minority background in DE performed better on strategy knowledge than similar students in PI. These results are discussed in relation to previous studies on the appropriateness of innovative curricula for disadvantaged students.

AB - The appropriateness of innovative educational concepts for students from a low socioeconomic status (SES) or ethnic minority background is sometimes called into question. Disadvantaged students are supposed to benefit more from traditional approaches with Programmatic Instruction (PI). We examined Developmental Education (DE), an innovative approach, inspired by Vygotskian theory, in which reading skills are developed through meaningful reading of texts corresponding to students’ self-generated problems. The effectiveness of DE is compared to PI in terms of reading comprehension, strategy knowledge, and reading motivation of 4th-grade students; 170 students from ethnic minority or low SES background participated in a pretest-posttest natural 2-group design. Outcomes were similar in both approaches, with one exception: Students with an ethnic minority background in DE performed better on strategy knowledge than similar students in PI. These results are discussed in relation to previous studies on the appropriateness of innovative curricula for disadvantaged students.

KW - Developmental Education

KW - disadvantaged students

KW - Reading comprehension

KW - reading for meaning

UR - http://www.scopus.com/inward/record.url?scp=85042412754&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85042412754&partnerID=8YFLogxK

U2 - 10.1080/09243453.2018.1433691

DO - 10.1080/09243453.2018.1433691

M3 - Article

VL - 29

SP - 1

EP - 23

JO - School Effectiveness and School Improvement

JF - School Effectiveness and School Improvement

SN - 0924-3453

IS - 2

ER -