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Effects of reciprocal teaching on reading comprehension of low-achieving adolescents. The importance of specific teacher skills

M. Okkinga (Lid Lectoraat); A.J.S. van Gelderen (Lector); R. van Steensel

Low-achieving adolescents are known to have difficulties with reading comprehension. This article discusses how reciprocal teaching can improve low-achieving adolescents' reading comprehension in whole-classroom settings (as opposed to small-group settings) and to what extent intervention effects are …

2016-07-29Opvoeding & OnderwijsArtikel

Maximising meaning

van Rijk, Yvonne (Faculteit Onderwijs En Opvoeding (Foo)); Volman, Monique; de Haan, Dorian; van Oers, Bert

2016AlgemeenArtikel

Oral language and narrative skills in children with specific language impairment with and without literacy delay: A three-year longitudinal study

Pol Ghesquière; Inge Zink; Bart Boets; Tinne Boons; Ellen Vandewalle (Lid Lectoraat)

This longitudinal study compared the development of oral language and more specifically narrative skills (storytelling and story retelling) in children with specific language impairment (SLI) with and without literacy delay. Therefore, 18 children with SLI and 18 matched controls with normal literacy …

2012AlgemeenArtikel

Effects of Metacognitive Strategy Instruction and Instruction Time on Reading Comprehension.

Dr. A.A.M. Houtveen (Lector); W.J.C.M. van de Grift

No summary available

2007AlgemeenArtikel

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Effects of reciprocal teaching on reading comprehension of low-achieving adolescents. The importance of specific teacher skills

Maximising meaning

Oral language and narrative skills in children with specific language impairment with and without literacy delay: A three-year longitudinal study

Effects of Metacognitive Strategy Instruction and Instruction Time on Reading Comprehension.

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