S.T.A.R.T. of Repeated Reading: Onderzoek naar Leesplezier en Leesvaardigheid

The levels of reading and reading enjoyment of students in the Netherlands are decreasing compared to students in other European countries. Therefore, in the current study, research on the effectiveness of reading interventions Systematic Teaching and Recording Tactic (S.T.A.R.T). and Repeated Reading is conducted. S.T.A.R.T. is a more extensive, but also more time-consuming intervention than Repeated Reading. Students in group six and seven of the Dutch primary education (similar to fourth and fifth grade in English schools) with below-average scores on their CITO-reading tests were asked to participate in the study. In two groups, they either read a difficult text with S.T.A.R.T. and an easy text with Repeated Reading or vice versa. After each intervention their reading performance was tested via a MAZE-test. The text used for this test was an extended version of the text that was used in the intervention. Results showed that students scored better on their MAZE-test after being...Show moreThe levels of reading and reading enjoyment of students in the Netherlands are decreasing compared to students in other European countries. Therefore, in the current study, research on the effectiveness of reading interventions Systematic Teaching and Recording Tactic (S.T.A.R.T). and Repeated Reading is conducted. S.T.A.R.T. is a more extensive, but also more time-consuming intervention than Repeated Reading. Students in group six and seven of the Dutch primary education (similar to fourth and fifth grade in English schools) with below-average scores on their CITO-reading tests were asked to participate in the study. In two groups, they either read a difficult text with S.T.A.R.T. and an easy text with Repeated Reading or vice versa. After each intervention their reading performance was tested via a MAZE-test. The text used for this test was an extended version of the text that was used in the intervention. Results showed that students scored better on their MAZE-test after being taught by the S.T.A.R.T.-intervention. This effect was bigger when the difficult text had been read Morover, students enjoyed reading a text more if they read it with S.T.A.R.T. Together, these findings suggest that S.T.A.R.T. is a more sufficient intervention than Repeated Reading. Implications for future research and use in schools are discussed.Show less

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S.T.A.R.T. of Repeated Reading: Onderzoek naar Leesplezier en Leesvaardigheid