Leiden University Student Repository

Berkel, Christine van (2023)

Winst behalen bij het begrijpen van verhalen: De invloed van presentatievorm, leesvaardigheid en kind-factoren op het begrijpen van verhalen bij leerlingen uit groep 6, 7 en 8 van de basisschool

Master thesis | Education and Child Studies (MSc)

A quarter of students is not able to read reasonably well at the end of elementary school. The number of students that voluntarily read in their spare time is also decreasing. However, reading is an important presentation mode in order to understand information. The ability to process information is important in order to function in society. The purpose of this thesis is to research which factors influence story comprehension. The effect of presentation mode, child-specific-factors and reading skills on the ability to understand information was investigated. For instance, the influence of a reading comprehension-test and the class-level on the comprehension scores for each presentation mode was examined. Furthermore, the effect of the level of intrinsic reading-motivation and the frequency of reading in spare time on the scores of comprehension for reading was investigated. An experiment was carried out in which 82 students from grade 4, 5 and 6 answered comprehension questions...Show moreA quarter of students is not able to read reasonably well at the end of elementary school. The number of students that voluntarily read in their spare time is also decreasing. However, reading is an important presentation mode in order to understand information. The ability to process information is important in order to function in society. The purpose of this thesis is to research which factors influence story comprehension. The effect of presentation mode, child-specific-factors and reading skills on the ability to understand information was investigated. For instance, the influence of a reading comprehension-test and the class-level on the comprehension scores for each presentation mode was examined. Furthermore, the effect of the level of intrinsic reading-motivation and the frequency of reading in spare time on the scores of comprehension for reading was investigated. An experiment was carried out in which 82 students from grade 4, 5 and 6 answered comprehension questions about three stories that they have read, listened to and viewed. The participants also filled in questionnaires about reading, listening and viewing frequency and about intrinsic motivation. The analysis of the results showed that scores for comprehension differed between text and video, but not between audio and the other presentation modes. The highest scores are reached by viewing a story. The results showed also that the effect of presentation mode on the level of story comprehension is not different for various reading comprehension-test scores and class-levels. Eventually, only a small part of the comprehension score can be explained by intrinsic reading-motivation and the amount of reading in spare time. Intrinsic reading-motivation is the best explainer for this relationship. Implications for theory and practice were also discussed. Follow-up research could for example focus on different aspects of story comprehension, like retelling a story or predicting how a story will continue.Show less

story comprehension

reading comprehension

presentation mode

intrinsic reading motivation

narrative texts

Author

Berkel, Christine van

Faculty

Faculty of Social & Behavioural Sciences

Specialisation

Kinderen met Leer- en Gedragsproblemen in het Onderwijs

Supervisors

Helder, A.
Venneker, D.

ECTS Credits

20

Language

nl