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The present study investigated whether text structure inference skill (i.e., the ability to infer overall text structure) has unique predictive value for expository text comprehension on top of the variance accounted for by sentence reading fluency, linguistic knowledge and metacognitive knowledge. Furthermore, it was examined whether the unique predictive value of text structure inference skill differs between monolingual and bilingual Dutch students or students who vary in reading proficiency, reading fluency or linguistic knowledge levels. One hundred fifty-one eighth graders took tests that tapped into their expository text comprehension, sentence reading fluency, linguistic knowledge, metacognitive knowledge, and text structure inference skill. Multilevel regression analyses revealed that text structure inference skill has no unique predictive value for eighth graders’ expository text comprehension controlling for reading fluency, linguistic knowledge and metacognitive knowledge. However, text structure inference skill has unique predictive value for expository text comprehension in models that do not include both knowledge of connectives and metacognitive knowledge as control variables, stressing the importance of these two cognitions for text structure inference skill. Moreover, the predictive value of text structure inference skill does not depend on readers’ language backgrounds or on their reading proficiency, reading fluency or vocabulary knowledge levels. We conclude our paper with the limitations of our study as well as the research and practical implications. 相似文献
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Ineke Nagel Harry Ganzeboom Folkert Haanstra Wil Oud 《The International Journal of Art & Design Education》1997,16(3):325-331
This paper reports on the effects of art education in secondary schools on the cultural participation of Dutch students 10–20 years after leaving school. We draw our conclusion from a sample survey among 1034 students from 31 schools, half of whom took art as a subject of examination. Art examination subjects were more often chosen by students who were already active in the arts, come from culturally active families, and who more often chose languages and other humanities in their examination package. However, in spite of their affiliation with art prior to choosing an examination package, training in the arts during secondary school was found to add to their participation in cultural activities ten to twenty years later. The effects are restricted to the same art discipline as the art lessons attended, and apply to both receptive [enjoying art of artists] and productive [producing art] cultural participation. 相似文献
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Folkert Haanstra 《The International Journal of Art & Design Education》2010,29(3):271-282
This article deals with the forms and contents of self‐initiated art works: the kind of learning that takes place in the production of self‐initiated art works as well as the relationships with school art. We interviewed 52 Dutch students (aged between 10 and 14) from different schools of primary and secondary education, and their art teachers. The students showed examples of their home art as well as their school art. Based on interviews and the works presented, four main categories of self‐initiated art works can be distinguished: applied art, popular culture, personal experience and traditional art. Learning outside school is partly incidental and informal (learning by doing, copying), but involves intentional learning as well. Students are aware of the differences in style, materials and themes between their spontaneous, self‐initiated art work and the work they are required to make in school. Moving the domain of self‐initiated art into schools may jeopardise it, but art teachers should neither ignore nor dismiss it. They should be aware of children's self‐initiated visual culture and relate to it in their lessons. 相似文献
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Expository text comprehension in secondary school: for which readers does knowledge of connectives contribute the most? 
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下载免费PDF全文 Camille Welie Rob Schoonen Folkert Kuiken Huub van den Bergh 《Journal of Research in Reading》2017,40(Z1):S42-S65
- Connectives (words such as moreover, because and although) help the reader in establishing coherence between text parts.
- In primary school, for fifth graders, knowledge of connectives has been shown to be uniquely related to English text comprehension controlling for reading fluency and general vocabulary knowledge.
- For fifth graders, the relationship between knowledge of connectives and English text comprehension was higher for English‐only students than for their peers who learned English as a second language.
- The present study found that knowledge of connectives also has a unique relation with Dutch expository text comprehension for eighth graders above and beyond reading fluency, general vocabulary knowledge and metacognitive knowledge (about text structure and reading and writing strategies).
- The relationship between knowledge of connectives and text comprehension was not moderated by reading fluency, general vocabulary knowledge and language background (monolingual versus bilingual Dutch).
- Metacognitive knowledge did impact the relationship between knowledge of connectives and text comprehension: the higher the metacognitive knowledge, the higher the association between knowledge of connectives and text comprehension.
- Secondary school readers are assumed to benefit from knowing connectives because these words are frequent in expository texts and signal relationships that students may often not infer without the help of these devices (i.e., with the use of background knowledge). This seems to apply in particular for expository texts that are intended to convey new information and relationships to students (see also Singer & O'Connell, 2003 ).
- We found a significant interaction between knowledge of connectives and metacognitive knowledge, which seems to indicate that knowing more connectives does not help much in improving expository text comprehension when metacognitive knowledge about text structure and reading strategies is low. This result suggests that it may be wise to couple instruction on the meaning of connectives with instruction about the structure of expository texts and ways to strategically deal with these texts.
- More specifically, besides instruction on the meaning of connectives, we advise teachers in secondary school to get students to understand the importance of connectives as markers of local and global coherence in texts, and to teach them how to strategically use connectives during reading.
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Folkert Haanstra Ineke Nagel Harry Ganzeboom 《The International Journal of Art & Design Education》2002,21(2):164-172
In The Netherlands a new compulsory programme, Arts and Cultural Education, has been implemented since 1998 in order to stimulate the cultural interest and the cultural activities of young people. Attending cultural activities is at the core of this programme and these activities should be of ‘generally accepted quality’. A research project by Utrecht University describes and evaluates the introduction of this new programme. The results presented are based on questionnaires from 89 teachers, 1100 students between 14 and 17 years old. Analyses show that arts and cultural education students do participate more in traditional culture (theatre, museum and classical concerts) than other secondary school students. However there are substantial differences in the opinions of teachers as to which kind of cultural activities should be permitted for the new programme. Results also indicate that the majority of teachers are quite liberal in accepting the choices of their students. About half of the cultural activities of the new programme fall into the category of popular cultural activities (cinema, pop‐concerts, dj‐/vjevents). Students who do not (or not yet) follow the arts and cultural education programme visit these activities to the same extent. 相似文献
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Talita Groenendijk Andrea Krpti Folkert Haanstra 《The International Journal of Art & Design Education》2020,39(1):153-175
A tool for self assessment in secondary art education was developed and tested. The tool includes rubrics for assessing production and reception activities in art education and consists of visual and text rubrics. The criteria in the rubrics are based on the Common European Framework of Reference for Visual Literacy which was developed by The European Network of Visual Literacy (ENViL). The way teachers and students use the rubrics, whether they consider them helpful and to what extent students’ self‐assessments are in line with teacher assessments was studied. It was concluded that teachers work with the rubrics intensively and both students and teachers appreciate its visual form. However, it was found that the agreement between teachers and students about the students’ scores was moderate and needed to improve. The results show that it is untrue that students, or boys in particular, overestimate their own performance in art education. The current study contributes to the development of feasible and valid assessment criteria and instruments in secondary art education. 相似文献
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