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Differentiation during Close Reading: The design of an info-card to support primary school teachers to differentiate during close reading lessons

Snijders, I.E. (2017) Differentiation during Close Reading: The design of an info-card to support primary school teachers to differentiate during close reading lessons.

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Abstract:Educational advisors from Expertis Onderwijsadviseurs have started a close reading training program for primary school teachers, to meet the demands of the current knowledge society in the field of reading education. However, despite the recent emphasis on close reading, no intervention methods to support students below or above average grade-level, called differentiation, are defined yet. The aim of this study was to design an info-card that supports teachers with differentiation during close reading. A literature review on the topics reading comprehension, close reading and differentiation led to the design of the first prototype of the info-card which was evaluated by three experts. Based on this evaluation, a second prototype was designed. Thereafter, two iterative cycles of evaluating and designing followed in which primary school teachers evaluated its usability. Based on survey, observation and interview results, the fourth and final prototype was designed. It is suitable for primary school teachers to apply in their close reading lessons and for Expertis to implement in their training program. However, close reading turned out to be a difficult reading approach if teachers have only little experience with it. Therefore, the usability of the info-card partially depends on the experience of teachers with close reading.
Item Type:Essay (Master)
Clients:
Expertis Onderwijsadviseurs, Hengelo, Nederland
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:81 education, teaching
Programme:Educational Science and Technology MSc (60023)
Link to this item:http://purl.utwente.nl/essays/73053
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