What Textbooks Offer and What Teachers Teach: An Analysis of the Dutch Reading Comprehension Curriculum

Autor/inn/en	Bogaerds-Hazenberg, Suzanne T. M.; Evers-Vermeul, Jacqueline; van den Bergh, Huub
Titel	What Textbooks Offer and What Teachers Teach: An Analysis of the Dutch Reading Comprehension Curriculum
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 35 (2022) 7, S.1497-1523 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bogaerds-Hazenberg, Suzanne T. M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-021-10244-4
Schlagwörter	Foreign Countries; Indo European Languages; Textbook Content; Grade 4; Grade 5; Reading Strategies; Text Structure; Reading Instruction; Teaching Methods; Metacognition; Reading Comprehension; Reading Motivation; Reading Achievement; Teacher Attitudes; Elementary School Teachers; Alignment (Education); Lesson Plans; Elementary School Students; Netherlands + Suchen Sie Ihr Suchwort? Ausland; Indoeuropäisch; Lehrbuchtext; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Reading strategy; Leselernstufe; Lesetechnik; Textstruktur; Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Leseverstehen; Lesemotivation; Leseleistung; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lesson planning; Unterrichtsplanung; Niederlande
Abstract	In the Netherlands, the quality of the reading curriculum is currently under debate because of disappointing results on national and international assessments of students' reading skills and motivation. In a mixed-method study, we analyzed the content of Dutch textbooks for reading comprehension instruction (i.e., the implemented curriculum) and teachers' evaluation and use of these books (i.e., the enacted curriculum). A materials analysis of reading comprehension lessons (N = 80) in eight textbooks for grades 4 and 5 was complemented with semi-structured teacher interviews (N = 29) and lesson observations (N = 11), with a focus on the quality of reading strategy and text structure instruction in the curriculum. Main findings are (1) a lack of alignment between lesson goals, theory, and assignments, (2) a strong focus on practicing strategies, (3) limited declarative knowledge about strategies and text structure, (4) little opportunities for self-regulated strategy application. The teachers that were interviewed mention similar problems, but still hardly deviate from the textbook's content and pedagogical guidelines. We make recommendations to improve the quality of the curriculum. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01