De Effectiviteit van Online Leesinterventies op Leesprestaties en Leesmotivatie van Basisschoolleerlingen

International research on reading ability has shown a decline in reading performance and motivation in Dutch students in recent years. This is problematic, as reading is important in school and participating in society. Based on insights on reading performance and reading motivation, the central question, ‘What are the relative effects of three reading intervention conditions on reading performance and reading motivation?’ will be answered. The purpose of the research is to study the effects of two experimental intervention conditions, Universal Intervention for Reading (UIL) and Read Along (RA), on the reading performance and reading motivation of struggling readers. The two interventions were compared to a Business-as-Usual (BAU) control group, who received their typical classroom reading instruction. The sample included 94 students from Grades 4 and 5 in Dutch primary schools. Participants were randomly assigned to intervention condition. Results revealed that all students...Show moreInternational research on reading ability has shown a decline in reading performance and motivation in Dutch students in recent years. This is problematic, as reading is important in school and participating in society. Based on insights on reading performance and reading motivation, the central question, ‘What are the relative effects of three reading intervention conditions on reading performance and reading motivation?’ will be answered. The purpose of the research is to study the effects of two experimental intervention conditions, Universal Intervention for Reading (UIL) and Read Along (RA), on the reading performance and reading motivation of struggling readers. The two interventions were compared to a Business-as-Usual (BAU) control group, who received their typical classroom reading instruction. The sample included 94 students from Grades 4 and 5 in Dutch primary schools. Participants were randomly assigned to intervention condition. Results revealed that all students improved their reading ability over time. Additionally, results revealed that students who participated in UIL or RA improved significantly more on reading performance tasks Words lists and Mazetasks based on instructional texts than students in the BAU, but there were no significant differences between the UIL and RA. There were similar findings for reading motivation, although these findings need to be interpreted with care, as there were prior (non-significant) differences between groups. In future research consideration should be given to modifying the selection criteria, increasing the differences between the experimental intervention conditions, and exploring the possibilities for adaptivity of the UIL. Further development of these interventions may contribute to broader implementation of the interventions, which may contribute to improving the reading performance and motivation of struggling readers in the Netherlands.Show less

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De Effectiviteit van Online Leesinterventies op Leesprestaties en Leesmotivatie van Basisschoolleerlingen