In this article we report on the effects of an experimental programme to train reading strategies. Students had to work in pairs on the execution of reading tasks following a consciousness-raising method, consisting of an orientation phase in which they explore the reading tasks and select a reading strategy, a practice/application phase in which actual performance takes place and a verbalisation phase, in which the steps that lead to a correct solution must be formulated explicitly. The programme was directed to four reading strategies: looking for key fragments, paying attention to structure marking elements (hinge words), making up questions (questioning) and mapping the most important information from a text (semantic mapping). On the basis of this programme 15-year old Dutch students from the third year of regular secondary education (N=12) have been trained in applying these reading strategies when reading in their first language (Dutch). The results have been compared with those of a control group (N=119). We will show that the training programme has an effect on the mastery of the four strategic reading activities and leads to a substantial improvement of the reading comprehension in the first language (Dutch). Transfer effects to reading in a foreign language (English) could not be ascertained.

Effects of strategy training on reading comprehension in first and foreign language

The present study investigated whether two summated rating scales used in the Trends in International Mathematics and Science Study (TIMSS 2003), Mathematics Self-Concept (MSC), and Students' Valui ...

Self‐Concept and Valuing of Mathematics in TIMSS 2003: Scale structure and relation to performance in a Swedish setting

The effect of instruction on deriving wordmeaning from written context and incidentalword learning was assessed in a randomisedexperiment. The experimental programme, based onthe direct instruction of a strategy, producedneither a significant improvement of the skillof deriving word meaning from context, nor didthe incidental word learning rate of the fourthgrade, below-average readers increase. Aneffect of instruction on the skill of derivingword meaning from context and incidental wordlearning has historically been difficult toachieve; hence, an effect on vocabulary growthin the long run seems premature at thisstage.

Effects of instruction on deriving word meaning from context and incidental word learning

Dalende leerlingprestaties op de centraal schriftelijke eindexamens Duits, Engels en Frans in mavo, havo en vwo?

Bergh, Huub H. van den / Thije, Jan D. ten (2005) Assessment of language competencies The development of system and pupil assessment instruments in the Netherlands, in: K. Ehlich et al. (eds) Anforderungen an Verfahren der regelmässigen Sprachstandsfeststellung als Grundlage für die frühe und individuelle Sprachförderung von Kindern mit und ohne Migrantionshintergrund. Bonn: Bundesministerium für Bildung und Forschung, 217-241.

/pdf/assessment-of-language-competencies-the-development-of-85tvmfw64w.pdf

Assessment of language competencies The development of system and pupil assessment instruments in the Netherlands 1

Students’ skill in judging argument validity

Dalende leerlingprestaties op de centraal schriftelijke examens Duits, Engels en Frans in mavo, havo en vwo: toetsing en verklaring van waargenomen trends.

What are the conditions that will allow for appropriate comparisons among groups\" Should the concept of comparative validity be added to the lexicon of the psychometrician\

The validity of comparative educational studies

Incidenteel woorden leren tijdens het lezen

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Students’ skill in judging argument validity

Dalende leerlingprestaties op de centraal schriftelijke examens Duits, Engels en Frans in mavo, havo en vwo: toetsing en verklaring van waargenomen trends.

The validity of comparative educational studies

Incidenteel woorden leren tijdens het lezen