Promoting reading attitudes of girls and boys: a new challenge for educational policy? Multi-group analyses across four European countries

Nonte, Sonja; Hartwich, Lea; Willems, Ariane S.

doi:10.1186/s40536-018-0057-y

Cited by 10 publications

(4 citation statements)

References 63 publications

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“…Studies found that there are differences in students' reading attitudes where girls show more positive attitudes towards reading than boys. The large scale research involving a total of 16,622 students across France, Germany, Italy and the Netherlands done by Nonte et al (2018) has proven this claim. More investigations can be done to determine what should be done and how reading motivation may be instilled in students particularly male readers in general.…”

Section: Literature Reviewmentioning

confidence: 88%

To Use or Not to Use Monroe’s Sequence for Reading? A Preliminary Study

Lidadun¹,

Chiuh²

2021

IJARBSS

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Developed by American psychologist, Alan Monroe, Monroe's Motivated Sequence is believed to be a well-used and time-proven method to organize oral presentations for maximum impact. However, literature indicates that its potential for use in reading development may have been overlooked. This paper reports the findings of a preliminary study which aimed to determine the feasibility of using the 5-step Monroe's Motivated Sequence for reading assignments to a group of aspirants for Catholic priesthood in a Formation House in Malaysia. A phenomenological research was conducted on ten participants between February and June 2019. The objectives of the study were to describe how the 5-step Monroe's Motivated Sequence influences reading behaviors and to explore how it provides the scaffolding for the participants to select their reading materials and the relevant information before they verbally share the information in a class presentation. Through focus group interviews and observations during class presentations, it was concluded that the 5-step Monroe's Motivated Sequence can be used as scaffold for reading activities as it enthused the participants to engage in extensive reading particularly reading materials online. However, the study also suggests that refinement on each step of the Monroe's Motivated Sequence is essential for ESL readers. Some details need to be provided in the steps to form solid scaffolding for the participants to understand better how selection of reading materials and appropriate information can be effectively done prior to oral presentations. This preliminary study managed to ascertain an important aspect that needs fine-tuning before the main study is done.

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Section: Literature Reviewmentioning

confidence: 88%

To Use or Not to Use Monroe’s Sequence for Reading? A Preliminary Study

Lidadun¹,

Chiuh²

2021

IJARBSS

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“…The reports indicate that despite the government's focus on language skills, teachers spend most time instructing grammar and spelling, at the expense of reading comprehension and writing (Agentschap voor Hoger Onderwijs, Volwassenenonderwijs, Kwalificaties en Studietoelagen [AHOVOKS], 2019; Onderwijsinspectie, 2020). Furthermore, the strategies teachers devoted most of their time to during reading comprehension instruction (i.e., lower order reading strategies such as underlining) can be considered only marginally effective according to research evidence (Fisher et al, 2016;Mol & Bus, 2011;Nonte et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

“…This does, of course, not mean that schools cannot contribute to the development of these skills (Biemiller, 2003), but it does require more effort. Since student background variables explain most of the variance in reading comprehension between schools (see also Nonte et al, 2018), it is, furthermore, much harder to statistically detect remaining school effects. A replication study on a larger dataset could be an interesting lead.…”

Section: Discussionmentioning

confidence: 99%

Promoting primary school pupils’ language achievement: investigating the impact of school-based language policies

Vanbuel

Branden

2020

School Effectiveness and School Improvement

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School-based language policies (SLP) are expected to have a positive effect on student achievement. To date, few studies have empirically examined the impact of such policies on student outcomes. This study investigates to what extent SLPs are related to pupils' reading performance from an educational effectiveness perspective. In addition, the study investigates whether SLPs have differential effects for pupils at risk of underachievement. Data from a cross-sectional study involving 3,000 pupils in the first, third, and sixth grades of 28 elementary schools in Flanders, the northern Dutch-speaking part of Belgium, were analyzed using multivariate multilevel modeling. Results indicate that one SLP component, team reflective capacity for language instruction, positively affects students' decoding skills in reading. No differential effects for low-versus high-risk pupils were found.

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“…Darüber hinaus sollten die Kinder zur Anschlusskommunikation angeregt werden (Lotz, 2016). Dabei ist das Arbeiten mit dem Partner oder in Kleingruppen besonders effektiv (Nonte et al, 2018;Whitehurst et al, 1994). Ein wichtiger Baustein ist auch (5) ein wirksames Lesevorbild, sowohl was das flüssige Lesen betrifft als auch bei der Anwendung von Lesestrategien in Bezug auf das Leseverstehen.…”

Section: Konzepte Zur Förderung Der Leseflüssigkeitunclassified

FiLBY-2 – ein Leseflüssigkeitstraining für alle Schülerinnen und Schüler?

Schilcher

Wild

Kraus

et al. 2022

SLLD

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Die letzten IGLU- und PISA-Studien zeigen, dass es in Deutschland in den letzten 20 Jahren nicht gelungen ist, die ungünstige Kopplung zwischen Leseleistung und sozialer Herkunft maßgeblich zu reduzieren. Im Leseunterricht profitieren vor allem die stärkeren Leserinnen und Leser, während sich der Abstand zu den schwächeren Schülerinnen und Schüler über die Schuljahre vergrößert. Der vorliegende Beitrag untersucht an einer Stichprobe von 8 859 Grundschulkindern, inwiefern es dem Lesetraining FiLBY-2 gelingt, unterschiedliche Schülergruppen so zu fördern, dass eine sich öffnende Leistungsschere minimiert wird. Die durchgeführten Analysen zeigen, dass alle Kinder hinsichtlich ihrer Leseflüssigkeit von dem Programm profitieren, insbesondere auch die Gruppe der schwächeren Leserinnen und Leser. Der Vorteil der FiLBY-Gruppe bleibt auch nach Kontrolle des Geschlechts, des Migrationshintergrunds bzw. des Bildungshintergrundes bestehen. Die Ergebnisse lassen Implikationen für die Unterrichtspraxis zu, die anschließend diskutiert werden.

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Promoting reading attitudes of girls and boys: a new challenge for educational policy? Multi-group analyses across four European countries

Cited by 10 publications

References 63 publications

To Use or Not to Use Monroe’s Sequence for Reading? A Preliminary Study

To Use or Not to Use Monroe’s Sequence for Reading? A Preliminary Study

Promoting primary school pupils’ language achievement: investigating the impact of school-based language policies

FiLBY-2 – ein Leseflüssigkeitstraining für alle Schülerinnen und Schüler?

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