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ERIC Number: EJ1179423
Record Type: Journal
Publication Date: 2018
Pages: 23
Abstractor: As Provided
ISSN: ISSN-0924-3453
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
School Effectiveness and School Improvement, v29 n2 p285-307 2018
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.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands
Identifiers - Assessments and Surveys: Raven Progressive Matrices
Grant or Contract Numbers: N/A