Verbetering van Leesvaardigheid voor Jonge Lezers op de Basisschool: de Universele Instructie voor Lezen

This research explored the effect of the Universal Instruction for Literacy (UIL) on the reading performance of struggling readers in grade 4 and 5 of elementary school. This study was motivated in part by the decreasing reading level seen in the population of school children in The Netherlands, as evidenced by national and international research. It was hypothesised that tutoring would help to improve students’ performance more than typical instruction alone, and that the UIL tutoring intervention, which is based on evidence-based reading interventions, would improve student’s reading performance more than a simpler read-along method. Fifty-two students from elementary schools were randomly assigned to two tutoring groups and one control group. Reading performance was measured before and after the tutoring instruction with measures based on the Curriculum-Based Measurement (CBM). Three CBM measures were used: Word Reading, Silent Reading and Read Aloud. Analysis was conducted via...Show moreThis research explored the effect of the Universal Instruction for Literacy (UIL) on the reading performance of struggling readers in grade 4 and 5 of elementary school. This study was motivated in part by the decreasing reading level seen in the population of school children in The Netherlands, as evidenced by national and international research. It was hypothesised that tutoring would help to improve students’ performance more than typical instruction alone, and that the UIL tutoring intervention, which is based on evidence-based reading interventions, would improve student’s reading performance more than a simpler read-along method. Fifty-two students from elementary schools were randomly assigned to two tutoring groups and one control group. Reading performance was measured before and after the tutoring instruction with measures based on the Curriculum-Based Measurement (CBM). Three CBM measures were used: Word Reading, Silent Reading and Read Aloud. Analysis was conducted via repeated measures ANOVA. The results indicated both the UIL and read-along tutoring methods results in better performance in Word Reading than the standard instruction; however, they did not differ from each other. Regarding Silent Reading and Read Aloud, no differences between the UIL, read-along and standard instructional conditions were found. These outcomes only partially supported the hypotheses. Future implications include adjustment of the instruction to fit more to personal needs of future participating students.Show less

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Verbetering van Leesvaardigheid voor Jonge Lezers op de Basisschool: de Universele Instructie voor Lezen