Aarnoutse, C. A. J. (1990). Heeft onderwijs in leesvaardigheden of -strategieën effect [Does instruction in reading skills or strategies have an effect]? In M. Boekaerts & E. de Corte (Eds.), ORD Proceedings (pp. 173–185). ITS.
Google Scholar
Aarnoutse, C. A. J. (2017). Onderwijs in begrijpend lezen [Reading comprehension instruction]. Orthopedagogiek: Onderzoek En Praktijk, 56(11–12), 269–291.
Google Scholar
Aarnoutse, C. A. J., & Schellings, G. (2003). Een onderzoek naar de stimulering van leesstrategieën en leesmotivatie in probleemgestuurde leeromgevingen [A study on promoting reading strategies and reading motivation in problem-based learning environments]. Pedagogische Studiën, 80(1), 110–126.
Google Scholar
Aaron, P. G., Joshi, R. M., Gooden, R., & Bentum, K. E. (2008). Diagnosis and treatment of reading disabilities based on the component model of reading: An alternative to the discrepancy model of LD. Journal of Learning Disabilities, 41(1), 67–84. https://doi.org/10.1177/0022219407310838
Article
Google Scholar
Afflerbach, P., Pearson, P. D., & Paris, S. G. (2008). Clarifying differences between reading skills and reading strategies. The Reading Teacher, 61(5), 364–373. https://doi.org/10.1598/RT.61.5.1
Article
Google Scholar
Aguis, R., & Zammit, C. (2021). A text structure analysis of fourth and sixth grade Maltese textbooks. Technology, Knowledge and Learning, 26, 407–428. https://doi.org/10.1007/s10758-021-09491-9
Article
Google Scholar
Andreassen, R., & Bråten, I. (2011). Implementation and effects of explicit reading comprehension instruction in fifth-grade classrooms. Learning and Instruction, 21(4), 520–537. https://doi.org/10.1016/j.learninstruc.2010.08.003
Article
Google Scholar
Applegate, A. J., & Applegate, M. D. (2004). The Peter effect: Reading habits and attitudes of preservice teachers. The Reading Teacher, 57(6), 554–563.
Google Scholar
Ball, D. L., & Cohen, D. K. (1996). Reform by the book: What is—Or might be—The role of curriculum materials in teacher learning and instructional reform? Educational Researcher, 25(9), 6–14. https://doi.org/10.3102/0013189X025009006
Article
Google Scholar
Bartels, M., Rietveld, M. J. H., van Baal, G. C. M., & Boomsma, D. (2002). Heritability of educational achievement in 12-year-olds and the overlap with cognitive ability. Twin Research, 5(6), 544–552.
Article
Google Scholar
Beck, I. L., Perfetti, C. A., & McKeown, M. G. (1982). Effects of long-term vocabulary instruction on lexical access and reading comprehension. Journal of Educational Psychology, 74(4), 506–521. https://doi.org/10.1037/0022-0663.74.4.506
Article
Google Scholar
Beerwinkle, A. L., Owens, J., & Hudson, A. (2021). An analysis of comprehension strategies and skills covered within Grade 3–5 reading textbooks in the United States. Technology, Knowledge and Learning, 26, 311–338. https://doi.org/10.1007/s10758-020-09484-0
Article
Google Scholar
Beerwinkle, A. L., Wijekumar, K., Walpole, S., & Aguis, R. (2018). An analysis of the ecological components within a text structure intervention. Reading and Writing: An Interdisciplinary Journal, 31(9), 1–24. https://doi.org/10.1007/s11145-018-9870-5
Article
Google Scholar
Berends, R. (2012). Begrijpend lezen, zin en onzin [Reading comprehension: Sense and nonsense]. Tijdschrift Taal, 2(3), 22–29.
Google Scholar
Bimmel, P. (2001). Effects of reading strategy instruction in secondary education: A review of intervention studies. L1 Educational Studies in Language and Literature, 1(3), 273–298. https://doi.org/10.1023/A:1013860727487
Article
Google Scholar
Blömeke, S., Hsieh, F. J., Kaiser, G., & Schmidt, W. H. (2014). Knowledge at the end of teacher education: International perspectives. In W. H. Schmidt, F. J. Hsieh, G. Kaiser, & S. Blömeke (Eds.), International perspectives on teacher knowledge, beliefs and opportunities to learn (pp. 61–208). Springer.
Chapter
Google Scholar
Bogaerds-Hazenberg, S.T.M., Evers-Vermeul, J., & van den Bergh, H. (2021). A meta-analysis on the effects of text structure instruction on reading comprehension in the upper elementary grades. Reading Research Quarterly, 56(3), 435–462. https://doi.org/10.1002/rrq.311
Article
Google Scholar
Bonset, H., & Hoogeveen, M. (2009). Lezen in het basisonderwijs: Een inventarisatie van empirisch onderzoek naar begrijpend lezen, leesbevordering en fictie [Reading in primary education: An inventory of empirical research into reading comprehension, reading promotion, and fiction] .SLO.
Bråten, I., & Anmarkrud, Ø. (2013). Does naturally occurring comprehension strategies instruction make a difference when students read expository text? Journal of Research in Reading, 36(1), 42–57. https://doi.org/10.1111/j.1467-9817.2011.01489.x
Article
Google Scholar
Brown, M. W. (2009). The teacher-tool relationship: Theorizing the design and use of curriculum materials. In J. T. Remilliard, B. A. Herbel-Eisenmann, & G. M. Lloyd (Eds.), Mathematics teachers at work: Connecting curriculum materials and classroom instruction (pp. 17–36). Routledge.
Google Scholar
Brown, R., Pressley, M., Van Meter, P., & Schuder, T. (1996). A quasi-experimental validation of transactional strategies instruction with low-achieving second-grade readers. Journal of Educational Psychology, 88, 18–37. https://doi.org/10.1037/0022-0663.88.1.18
Article
Google Scholar
Bruggink, M., & Netten, A.R. (2017). The Netherlands: Education policy and curriculum in reading. In: I.V.S. Mullis, M.O. Martin, S. Goh, and C.S. Prendergast (Eds.), PIRLS-2016 Encyclopedia (pp. 1–11). TIMSS and PIRLS International Study Centre. http://pirls2016.org/wp-content/uploads/encyclopedia-pirls/downloadcenter/3.%20Country%20Chapters/Netherlands.pdf
Cain, K. (1999). Ways of reading: How knowledge and use of strategies are related to reading comprehension. British Journal of Developmental Psychology, 17(2), 293–309. https://doi.org/10.1348/026151099165285
Article
Google Scholar
Chall, J. S., & Jacobs, V. A. (1983). Writing and reading in the elementary grades: Developmental trends among low SES children. Language Arts, 60(5), 617–626.
Google Scholar
Cheng, L., & Curtis, A. (2004). Washback or backwash: A review of the impact of testing on teaching and learning. In L. Cheng & Y. Watanabe (Eds.), Washback in language testing (pp. 25–40). Routledge.
Chapter
Google Scholar
Commissie-Meijerink (2009). Referentiekader taal en rekenen [Reference framework language and arithmetic]. SLO.
Cordeiro, C., Nunes, A., Castro, S. L., & Limpo, T. (2021). Teaching reading comprehension in Portuguese primary and middle schools. Technology, Knowledge and Learning, 26, 339–354. https://doi.org/10.1007/s10758-020-09486-y
Article
Google Scholar
Cross, D. R., & Paris, S. G. (1988). Developmental and instructional analyses of children’s metacognition and reading comprehension. Journal of Educational Psychology, 80(2), 131–142. https://doi.org/10.1037/0022-0663.80.2.131
Article
Google Scholar
Dewitz, P., & Jones, J. (2013). Using basal readers: From dutiful fidelity to intelligent decision making. The Reading Teacher, 66(5), 391–400. https://doi.org/10.1002/TRTR.01134
Article
Google Scholar
Dockx, J., Bellens, K., & De Fraine, B. (2020). Do textbooks matter for reading comprehension? A study in Flemish primary education. Frontiers of Psychology, 10, 29–59. https://doi.org/10.3389/fpsyg.2019.02959
Article
Google Scholar
Droop, M., van Elsäcker, W., Voeten, M. J., & Verhoeven, L. (2016). Long-term effects of strategic reading instruction in the intermediate elementary grades. Journal of Research on Educational Effectiveness, 9(1), 77–102. https://doi.org/10.1080/19345747.2015.1065528
Article
Google Scholar
Duke, N. K., Pearson, P. D., Strachan, S. L., & Billma, A. K. (2011) Essential elements of fostering and teaching reading comprehension. In S.J. Samuels, & A.E. Farstrup (Eds.) What research has to say about reading instruction (4th ed., pp. 54–93). International Reading Association
Dutch Inspectorate of Education (2019) Dyslexieverklaringen: verschillen tussen scholen nader bekeken [Dyslexia diagnoses: a closer look at differences between schools]. https://www.onderwijsinspectie.nl/documenten/themarapporten/2019/04/10/dyslexieverklaringen-verschillen-tussen-scholen-nader-bekeken
Feskens, R.C.W., Kuhlemeier, H., and Limpens, G. (2016). Resultaten PISA-2015 in vogelvlucht [Results PISA-2015: a bird’s eye view]. Cito.
Garbe, C., de Krosse, H., Lafontaine, D., Netten, A., Shiel, G., Strating, H., & Valtin, R. (2016). ELINET: Literacy in The Netherlands. Country Report: Children and adolescents. University of Cologne. http://www.eli-net.eu/fileadmin/ELINET/Redaktion/user_upload/Netherlands_Long_Report.pdf
Gubbels, J., Netten, A., & Verhoeven, L. (2017). Vijftien jaar leesprestaties in Nederland: PIRLS 2016 [Fifteen years of reading performance in The Netherlands: PIRLS 2016]. Expertisecentrum Nederlands.
Gubbels, J., van Langen, A., Maassen, N., & Meelissen, M. (2019). Resultaten PISA-2018 in vogelvlucht [PISA-2018 results from a bird’s eye view]. Universiteit Twente. https://doi.org/10.3990/1.9789036549226
Book
Google Scholar
Gudmundsdottir, S., & Shulman, L. (1987). Pedagogical content knowledge in social studies. Scandinavian Journal of Educational Research, 31(2), 59–70. https://doi.org/10.1080/0031383870310201
Article
Google Scholar
Hamp-Lyons, L. (1997). Washback, impact and validity: Ethical concerns. Language Testing, 14(3), 295–303. https://doi.org/10.1177/026553229701400306
Article
Google Scholar
Harwood, N. (2017). What can we learn from mainstream education textbook research? RELC Journal, 48(2), 264–277. https://doi.org/10.1177/0033688216645472
Article
Google Scholar
Hebert, M., Bohaty, J. J., Nelson, J. R., & Brown, J. (2016). The effects of text structure instruction on expository reading comprehension: A meta-analysis. Journal of Educational Psychology, 108(5), 609–629. https://doi.org/10.1037/edu0000082
Article
Google Scholar
Hoch, M.L., & McNally, J. (2020). Empowering readers: Integrated strategies to comprehend expository texts. Rowman and Littlefield.
Hoogeveen, M. (2018). Het leesonderwijs in primair en voortgezet onderwijs: Een stand van zaken en curriculaire aanbevelingen [Reading instruction in primary and secondary education: State of affairs and curricular recommendations]. SLO.
Houtveen, A. A. M., & van de Grift, W. (2007). Effects of metacognitive strategy instruction and instruction time on reading comprehension. School Effectiveness and School Improvement, 18(2), 173–190. https://doi.org/10.1080/09243450601058717
Article
Google Scholar
Jitendra, K., Chard, D., Hoppes, M. K., Renouf, K. M., & Gardill, C. A. (2001). An evaluation of main idea strategy instruction in four commercial reading programs: Implications for students with learning problems. Reading and Writing Quarterly, 17(1), 53–73. https://doi.org/10.1080/105735601455738
Article
Google Scholar
Kintsch, W. (1988). The role of knowledge in discourse comprehension: A construction-integration model. Psychological Review, 95(2), 163–182. https://doi.org/10.1037/0033-295X.95.2.163
Article
Google Scholar
Kooiker-den Boer, H. S., Sanders, T. J. M., & Evers-Vermeul, J. (2019). Tekststructuur in de Kennisbasis Nederlandse taal. Orthopedagogiek: Onderzoek En Praktijk, 58(11–12), 291–309.
Google Scholar
Kostons, D., Donker, A.S., & Opdenakker, M.C. (2014). Zelfgestuurd leren in de onderwijspraktijk: Een kennisbasis voor effectieve strategie-instructie [Self-regulated learning in educational practice: A knowledge base for effective strategy instruction]. GION.
Kuhlemeier, H., Jolink, A., Jongen, I., Krämer, I, Hemker, B., & Becher, T. (2014). Balans van de leesvaardigheid in het basis- en speciaal basisonderwijs 2: Uitkomsten van de peiling in het schooljaar 2011–2012 in groep 8, groep 5 en de eindgroep van het SBO. PPON serie 54. [Inventory of reading proficiency in regular primary education and primary education for special needs 2: Outcomes of the 2011–2012 test in grades 3 and 6. PPON series 54]. Cito.
Kuorikoski, J., & Marchionni, C. (2016). Evidential diversity and the triangulation of phenomena. Philosophy of Science, 83(2), 227–247. https://doi.org/10.1086/684960
Article
Google Scholar
Lincoln, Y.S., and Guba, E.G. (1985). Naturalistic Inquiry. Sage Publications.
Meelissen, M.R.M., Netten, A., Drent, M., Punter, R.A., Droop, M., & Verhoeven, L. (2012). PIRLS- en TIMSS-2011. Trends in leerprestaties in lezen, rekenen en natuuronderwijs [PIRLS and TIMSS 2011. Performance trends in reading, arithmetic, and science]. Radboud Universiteit and Universiteit Twente.
Meyer, B. J. F., Brandt, D. M., & Bluth, G. J. (1980). Use of top-level structure in text: Key for reading comprehension of ninth-grade students. Reading Research Quarterly, 16(1), 72–103. https://doi.org/10.2307/747349
Article
Google Scholar
Meyer, B. J. F., & Ray, M. N. (2011). Structure strategy interventions: Increasing reading comprehension of expository text. International Electronic Journal of Elementary Education, 4(1), 127–152.
Google Scholar
Miles, M. B., Huberman, A. M., & Saldaña, J. (2013). Qualitative data analysis: A methods sourcebook (3rd ed.). Sage Publications.
Google Scholar
Muijselaar, M., Swart, N., Steenbeek-Planting, E., Droop, D., Verhoeven, L., & de Jong, P. (2018). The effect of a strategy training on reading comprehension in fourth-grade students. The Journal of Educational Research, 111(6), 690–703. https://doi.org/10.1080/00220671.2017.1396439
Article
Google Scholar
Mullis, I. V. S., Martin, M. O., Goh, S., & Prendergast, C. S. (2016). PIRLS-2016 Encyclopedia. TIMSS and PIRLS International Study Centre. http://pirls2016.org/wp-content/uploads/encyclopedia-pirls/downloadcenter/
Nash-Ditzel, S. (2014). Metacognitive reading strategies can improve self-regulation. Journal of College Reading and Writing, 40(2), 45–62. https://doi.org/10.1080/10790195.2010.10850330
Article
Google Scholar
Oakhill, J., Cain, K., & Elbro, C. (2015). Understanding and teaching reading comprehension: A handbook. Routledge.
Google Scholar
Okkinga, M., van Steensel, R., van Gelderen, A. J., & Sleegers, P. J. (2018). Effects of reciprocal teaching on reading comprehension of low-achieving adolescents: The importance of specific teacher skills. Journal of Research in Reading, 41(1), 20–41. https://doi.org/10.1111/1467-9817.12082
Article
Google Scholar
Palincsar, A., & Brown, A. (1984). Reciprocal teaching of comprehension-fostering and comprehension monitoring activities. Cognition and Instruction, 1(2), 117–175. https://doi.org/10.1207/s1532690xci0102_1
Article
Google Scholar
Paris, S. G., Lipson, M. Y., & Wixson, K. K. (1983). Becoming a strategic reader. Contemporary Educational Psychology, 8(3), 293–316. https://doi.org/10.1016/0361-476X(83)90018-8
Article
Google Scholar
Penuel, W. R., Phillips, R. S., & Harris, C. J. (2014). Analyzing teachers’ curriculum implementation from integrity and actor-oriented perspectives. Journal of Curriculum Studies, 46(6), 751–777. https://doi.org/10.1080/00220272.2014.921841
Article
Google Scholar
Pereira, C., & Nicolaas, M. (2019). Effectief onderwijs in begrjipend lezen: Acties voor beter leesbegrip en meer leesmotivatie [Effective reading comprehension instruction: Actions for better comprehension and more reading motivation]. Nederlandse Taalunie. https://taalunie.org/publicaties/17/effectief-onderwijs-in-begrijpend-lezen
Peti-Stantić, A., Keresteš, G., & Gnjidić, V. (2021). Can textbook analysis help us understand why Croatian students seldom read their textbooks? Technology, Knowledge and Learning, 26, 293–310. https://doi.org/10.1007/s10758-020-09485-z
Article
Google Scholar
Piasta, S. B., Connor, C. M., Fishman, B. J., & Morrison, F. J. (2009). Teachers’ knowledge of literacy concepts, classroom practices, and student reading growth. Scientific Studies of Reading, 13(3), 224–248. https://doi.org/10.1080/10888430902851364
Article
Google Scholar
Pyle, N., Vasquez, A. C., Lignugaris, K., & B., Gillam, S.L., Reutzel, D.R., Olszewski, A., Segura, H., Hartzheim, D., Laing, W., and Pyle, D. (2017). Effects of expository text structure interventions on comprehension: A meta-analysis. Reading Research Quarterly, 52(5), 1–33. https://doi.org/10.1002/rrq.179
Article
Google Scholar
Reutzel, D. R., Smith, J. A., & Fawson, P. C. (2005). An evaluation of two approaches for teaching reading comprehension strategies in the primary years using science information texts. Early Childhood Research Quarterly, 20(3), 276–305. https://doi.org/10.1016/j.ecresq.2005.07.002
Article
Google Scholar
Rooijackers, P., van Silfhout, G., Schuurs, U., Mulders, I., & van den Bergh, H. (2020). Lezen en antwoorden bij teksten met vragen. Een cross-sectionele eye-trackstudie onder vwo-leerlingen [Reading and answers in texts with questions: a cross-sectional eye-tracking study among pre-university students]. Pedagogische Studiën, 93(4), 42–58.
Google Scholar
Scheerens, J. (2017). Opportunity to learn, curriculum alignment, and test preparation: A research review. Oberon.
Book
Google Scholar
Scheltinga, F., van der Maas, M., Bontje, J., & van der Hoeven, J. (2013). Leerlijn, leesmethoden en onderwijsaanbod: Begrijpend lezen onderzocht [Curricular structure, teaching materials, and instruction: Investigating reading comprehension]. KPC Groep.
Google Scholar
Seifert, S. (2021). Is reading comprehension taken for granted? An analysis of Austrian textbooks in fourth and sixth grade. Technology, Knowledge and Learning, 26, 383–405. https://doi.org/10.1007/s10758-021-09490-w
Article
Google Scholar
Simpson, M. L., & Nist, S. L. (2000). An update on strategic learning: It’s more than textbook reading strategies. Journal of Adolescent and Adult Literacy, 43(6), 528–541.
Google Scholar
Smith, R., Snow, P., Serry, T., & Hammond, L. (2021). The role of background knowledge in reading comprehension: A critical review. Reading Psychology, 42(3), 214–240. https://doi.org/10.1080/02702711.2021.1888348
Article
Google Scholar
Snow, C. (2002). Reading for understanding: Toward an R&D program in reading comprehension. RAND. http://www.rand.org/content/dam/rand/pubs/monograph_reports/2005/MR1465.pdf
Soto, C., Gutiérrez de Blume, A. P., Jacovina, M., McNamara, D., Benson, N., & Riffo, B. (2019). Reading comprehension and metacognition: The importance of inferential skills. Cogent Education, 6(1), 1–20. https://doi.org/10.1080/2331186X.2019.1565067
Article
Google Scholar
Taboada, A., & Guthrie, J. P. (2004). Growth of cognitive strategies for reading comprehension. In J. P. Guthrie, A. Wigfield, & K. C. Perencevich (Eds.), Motivating reading comprehension: Concept-oriented reading instruction (pp. 273–306). Erlbaum.
Google Scholar
Valencia, S. W., Place, N. A., Martin, S. D., & Grossman, P. L. (2006). Curriculum materials for elementary reading: Shackles and scaffolds for four beginning teachers. The Elementary School Journal, 107(1), 93–120. https://doi.org/10.1086/509528
Article
Google Scholar
Valverde, G. A., Bianchi, L. J., Wolfe, R. G., Schmidt, W. H., & Houang, R. T. (2002). According to the book: Using TIMSS to investigate the translation of policy intro practice through the world of textbooks. Kluwer Academic Publishers.
Book
Google Scholar
van den Broek, P., Young, M., Tzeng, Y., & Linderholm, T. (1999). The landscape model of reading: Inferences and the on-line construction of a memory representation. In H. van Oostendorp & S. R. Goldman (Eds.), The construction of mental representations during reading (pp. 71–98). Lawrence Erlbaum Associates.
Google Scholar
van Gelderen, A., & van Schooten, E. J. (2011). Taalonderwijs: een kwestie van ontkavelen [Language education: a matter of deparcelling]. Rotterdam University Press.
Google Scholar
Wijekumar, K., Beerwinkle, A. L., Harris, K. R., & Graham, S. (2019). Etiology of teacher knowledge and instructional skills for literacy at the upper elementary grades. Annals of Dyslexia, 69, 5–20. https://doi.org/10.1007/s11881-018-00170-6
Article
Google Scholar
Wijekumar, K., Zhang, S., Joshi, R. M., & Peti-Stantić, A. (2021). Introduction to the special issue on textbook content and organization: Why it matters to reading comprehension in elementary grades? Technology, Knowledge and Learning, 26, 243–249. https://doi.org/10.1007/s10758-021-09505-6
Article
Google Scholar
Zhang, S., Wijekumar, K., & Han, B. (2021). An analysis of grade 4 reading textbooks used in mainland China: Do the texts and activities support higher order reading comprehension skills? Technology, Knowledge and Learning, 26, 251–291. https://doi.org/10.1007/s10758-021-09504-7
Article
Google Scholar