How to Improve Reading Comprehension in High-Risk Children?

• In Event: Educational Effectiveness in Elementary Schools

Abstract

This study investigated the effects of class practices on students’ learning gains in reading comprehension. A sample of 4,344 children in 283 fifth grade classes in 176 schools was studied. Several class practices known for their effectiveness were tested while controlling for student characteristics. Because we were interested in narrowing the gap between high-risk and low-risk students, the differential effects for each group were tested for each variable. Most class practices turned out to have a similar effect for both low- and high-risk students. However, cooperative learning, cross-curricular activities and promoting active learning appeared to be more beneficial for low-risk students than for high-risk students. High-risk students on the contrary, benefited more from teachers’ high expectations than low-risk students did.

Authors

• Gudrun Vanlaar, University of Leuven

• Katrijn Denies, University of Leuven

• Maarten Pinxten, University of Leuven

• Machteld Vandecandelaere, University of Leuven

• Carl Lamote, Katholieke Universiteit Leuven