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Research Papers in Education Volume 32, 2017 - Issue 3
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Reading for meaning: the effects of Developmental Education on motivation and achievement in reading informative texts in primary school

Yvonne van RijkResearch Institute of Child Development and Education, University of Amsterdam, Amsterdam, The Netherlands;Faculty of Education, Amsterdam University of Applied Sciences, Amsterdam, The NetherlandsCorrespondence[email protected]
,
Langha de MeyDepartment of Research and Theory in Education, VU University Amsterdam, Amsterdam, The Netherlands
,
Dorian de HaanFaculty of Education, Learning and Philosophy, Inholland University of Applied Sciences, Haarlem, The Netherlands
,
Bert van OersDepartment of Research and Theory in Education, VU University Amsterdam, Amsterdam, The Netherlands
&
Monique VolmanResearch Institute of Child Development and Education, University of Amsterdam, Amsterdam, The Netherlands
Pages 333-352 | Received 09 Jun 2015, Accepted 26 Jul 2016, Published online: 02 Sep 2016

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Read on this site (3)

Julia Sutherland, Jo Westbrook, Jane Oakhill & Sue Sullivan. (2023) An immersive, ‘Faster Read’: a pilot, mixed-method study, developing whole-text reading comprehension and engagement with adolescent struggling readers. Research Papers in Education 0:0, pages 1-23.
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Daisy Pelletier, William Gilbert, Frederic Guay & Érick Falardeau. (2022) Teachers, Parents and Peers Support in Reading Predicting Changes in Reading Motivation among Fourth to Sixth Graders: A Systematic Literature Review. Reading Psychology 43:5-6, pages 317-356.
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Yvonne van Rijk, Langha de Mey, Dorian de Haan, Bert van Oers & Monique Volman. (2018) Reading for meaning: the effects of Developmental Education on reading achievements of primary school students from low SES and ethnic minority families. School Effectiveness and School Improvement 29:2, pages 285-307.
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Articles from other publishers (1)

Rui Wu, Fei Liu, Xiangfu Situ & Wei Huang. (2023) “Reading A Book, By A Gain In Your Wit”--How to cultivate high school students' sustainable reading: A multi-factor analysis. Heliyon 9:12, pages e23333.
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