This open access book provides teachers with approaches to strengthen reading comprehension instruction based on scientific research and evidence-based didactic principles. In this volume, the Progress in International Reading Study (PIRLS) framework is used to inform teachers about the skills and knowledge that students need to comprehend certain texts. The book gives practical guidance on how a teacher can help students to learn these skills, specifically, when teaching reading to multilingual students.
Good practices from schools in five participating PIRLS countriesChile, Chinese Taipei, England, Georgia, and Spainare shared. A description of the schools education in reading comprehension is provided with practical tips and example lessons. These insights into daily reading education in multilingual classrooms across the globe can be an inspiration to teachers all over the world.
Part 1: Reading comprehension: from research to practical teaching
guidelines:
Chapter 1: Theories of reading comprehension: The current state
of affairs on reading comprehension research.- Chapter 2: Evidence-based
didactic principles and practical teaching suggestions: An overview of
evidence-based didactic principles for reading comprehension, illustrated in
practical lesson suggestions.- Chapter 3: Exploring reading comprehension
skills using PIRLS 41 Schematic description of two PIRLS texts and items.-
Part 2: Teaching reading comprehension in a multilingual classroom:
Chapter
4: Reading comprehension and multilingual students: Scientific insights about
teaching reading comprehension to multilingual students.
Chapter 5: Good
practices in teaching reading comprehension from five PIRLS countries:
Inspiring examples of reading education for multilingual students.-
Glossary.- References.
Marian Bruggink has a masters degree in Education and also worked as a primary school teacher. She started working at the Dutch Center for Language Education in 2001. Besides the PIRLS project, she participated in many other language and reading projects. She mainly develops educational guidelines and teaching materials for language education, based on scientific research.
Nicole Swart started working at the Dutch Center for Language Education in 2017 after completing her PhD at the Radboud University on the role of vocabulary in reading comprehension in the upper primary grades. Since then she has participated in various reading comprehension oriented research projects, including PIRLS-2021.
Annelies van der Lee finished her masters degree in Linguistics at Radboud University in Nijmegen in 2018 and has been working at the Dutch Center for Language Education since then. She has contributed to various projects concerning second language acquisition and education, including a national pilot in bilingual primary education, and is also part of the PIRLS team.
Eliane Segers has a chair in Learning and Technology at Radboud University, and a chair (via the Reading Foundation) on Reading and Digital Media at the University of Twente. She is scientific director of the Dutch Center for Language Education, and has conducted several research projects regarding reading comprehension in both monolingual and bilingual students, and is the senior researcher in the current Dutch PIRLS project.
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