Literaturnachweis - Detailanzeige
| Autor/in | Boland, Theo |
|---|---|
| Titel | Lezen op Termijn: een onderzoek naar de ontwikkeling van de leesvaardigheid in het basisonderwijs en de invloed daarvan op de schoolloopbaan in het voortgezet onderwijs (Reading for the Future: A Longitudinal Study of Reading Development in Primary School and Its Implications for the School Career in Secondary School). |
| Quelle | (1991), (250 Seiten) |
| Sprache | niederländisch |
| Dokumenttyp | gedruckt; Monographie |
| ISBN | 90-9004099-4 |
| Schlagwörter | Hochschulschrift; Dissertation; Academic Achievement; Cross Sectional Studies; Decoding (Reading); Elementary School Students; Elementary Secondary Education; Foreign Countries; Higher Education; Longitudinal Studies; Reading Ability; Reading Comprehension; Reading Research; Secondary School Students; Spelling; Netherlands Thesis; Dissertations; Academic thesis; Schulleistung; Dekodierung; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Reading competence; Lesekompetenz; Leseverstehen; Leseforschung; Sekundarschüler; Schreibweise; Niederlande |
| Abstract | A longitudinal research project studied the development of the reading ability of Dutch primary school students and its consequences for their school career in secondary education. Data were gathered on 310 students from 24 Dutch primary schools over a period of 8 years. A longitudinal reading model (with decoding, reading comprehension, and spelling ability as latent variables) was constructed, which formed the heart of a longitudinal school career model in which other variables (like general knowledge, advice from the primary school regarding which level of Dutch secondary education best suited the student, level of secondary education in the first and second year, and social and cultural background) were included. The differences between model assumptions and empirical data were tested using Lisrel procedures. Together, the variables in the final model explained about 80% of the variance in the second year of secondary education. Findings provide a better and more detailed picture of the complex interrelations between reading and spelling ability in primary education, indicate that longitudinal analysis is superior to cross sectional analyses on different time points, and make more specific the notion that reading and spelling ability in primary education affect the secondary school career. (One hundred and sixty-six references and seven appendixes are attached.) (SR) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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