Van plicht naar passie: De effecten van dialogisch literatuuronderwijs op tekstbegrip en motivatie

This thesis presents the design of a lesson series in dialogic literature education aimed at enhancing reading comprehension and motivation among 3 vwo students in the Netherlands. Against the backdrop of declining reading proficiency and disengagement among Dutch adolescents, this study explores how dialogic teaching practices – such as the use of open questions, uptake, and personal connection to texts – can foster meaningful interaction and deep literary understanding. The intervention centers around Herinneringen aan Anne Frank by Miep Gies, a narrative that invites reflection on moral dilemmas and historical responsibility. Grounded in the Self-Determination Theory (Deci & Ryan, 2000), the RAND Reading Study Group’s model (2002), and research on dialogic pedagogy (Nystrand et al., 2003; Pulles, 2021), the lesson design integrates key principles related to autonomy, competence, and relatedness. The research follows a design-based approach and includes data collection on reading...Show moreThis thesis presents the design of a lesson series in dialogic literature education aimed at enhancing reading comprehension and motivation among 3 vwo students in the Netherlands. Against the backdrop of declining reading proficiency and disengagement among Dutch adolescents, this study explores how dialogic teaching practices – such as the use of open questions, uptake, and personal connection to texts – can foster meaningful interaction and deep literary understanding. The intervention centers around Herinneringen aan Anne Frank by Miep Gies, a narrative that invites reflection on moral dilemmas and historical responsibility. Grounded in the Self-Determination Theory (Deci & Ryan, 2000), the RAND Reading Study Group’s model (2002), and research on dialogic pedagogy (Nystrand et al., 2003; Pulles, 2021), the lesson design integrates key principles related to autonomy, competence, and relatedness. The research follows a design-based approach and includes data collection on reading comprehension and motivation; however, the collected data on reading comprehension and motivation fall outside the limited scope of this thesis and are therefore not analysed or discussed. The findings contribute to the field of Dutch literature education by offering a structured, theoretically grounded approach to teaching literature dialogically, and suggest further investigation into the empirical effects and classroom dynamics of such interventions.Show less

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Van plicht naar passie: De effecten van dialogisch literatuuronderwijs op tekstbegrip en motivatie