Publication year
2017Publisher
Amsterdam : John Benjamins
ISBN
9789027212436
In
Segers, E.; Broek, P. van den (ed.), Developmental perspectives in written language and literacy: In honor of Ludo Verhoeven, pp. 277-293Publication type
Part of book or chapter of book
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Editor(s)
Segers, E.
Broek, P. van den
Organization
SW OZ BSI OLO
Languages used
English (eng)
Book title
Segers, E.; Broek, P. van den (ed.), Developmental perspectives in written language and literacy: In honor of Ludo Verhoeven
Page start
p. 277
Page end
p. 293
Subject
Learning and PlasticityAbstract
The effectiveness of the Dutch reading and spelling didactic 'How to teach children reading and spelling' (HTCRS), developed by Schraven (1994/2013) was empirically tested in children attending special education. HTCRS is based on the principles of direct and classroom instruction, and the task analysis of reading and spelling. Reading and spelling performance of first-grade pupils from three different schools was longitudinally tested from the beginning until the end of the first school year. There were no differences in literacy skills at the beginning, but at the end of the year substantially better performance emerged for those pupils who received instruction according to the HTCRS approach. Theoretically-based principles underlying HTRCS are presented as well as the main aspects of the didactics.
This item appears in the following Collection(s)
- Academic publications [238441]
- Faculty of Social Sciences [29483]
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