What textbooks offer and what teachers teach: an analysis of the Dutch reading comprehension curriculum.

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 a

SUBMITTER: Bogaerds-Hazenberg STM 

PROVIDER: S-EPMC8734545 | biostudies-literature | 2022

REPOSITORIES: biostudies-literature