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School Effectiveness and School Improvement
An International Journal of Research, Policy and Practice
Volume 18, 2007 - Issue 2
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Original Articles

Effects of metacognitive strategy instruction and instruction time on reading comprehension

A. A. M. Houtveen Utrecht University of Applied Sciences, The NetherlandsCorrespondence[email protected]
&
W. J. C. M. van de Grift Dutch Inspectorate of Education, Soestduinen, The Netherlands
Pages 173-190 | Received 30 May 2006, Accepted 07 Sep 2006, Published online: 29 May 2007

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Lisa van der Sande, Marjolein Dobber, Johanna E. van Schaik & Roel van Steensel. (2023) Attitudes towards reading amongst kindergarten and Grade 1 children. European Early Childhood Education Research Journal 31:3, pages 399-420.
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Ridwan Maulana, Stéfanie André, Michelle Helms-Lorenz, James Ko, Seyeoung Chun, Abid Shahzad, Yulia Irnidayanti, Okhwa Lee, Thelma de Jager, Thys Coetzee & Nurul Fadhilah. (2021) Observed teaching behaviour in secondary education across six countries: measurement invariance and indication of cross-national variations. School Effectiveness and School Improvement 32:1, pages 64-95.
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Stephanie I. Wassenburg, Björn B. de Koning, Lisanne T. Bos & Menno van der Schoot. (2020) Inspecting a picture before reading affects attentional processing but not comprehension. Educational Psychology 40:1, pages 4-21.
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Wim J. C. M. van de Grift, Thoni A. M. Houtveen, Henk T. G. van den Hurk & Oscar Terpstra. (2019) Measuring teaching skills in elementary education using the Rasch model. School Effectiveness and School Improvement 30:4, pages 455-486.
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J. M. Kuijpers, A. A. M. Houtveen & W. J. C. M. van de Grift. (2019) Effects of professional support in school improvement. Educational Studies 45:1, pages 113-130.
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Wim J.C.M. van de Grift, Seyeoung Chun, Ridwan Maulana, Okhwa Lee & Michelle Helms-Lorenz. (2017) Measuring teaching quality and student engagement in South Korea and The Netherlands. School Effectiveness and School Improvement 28:3, pages 337-349.
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Michelle Helms-Lorenz, Wim van de Grift & Ridwan Maulana. (2016) Longitudinal effects of induction on teaching skills and attrition rates of beginning teachers. School Effectiveness and School Improvement 27:2, pages 178-204.
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Stephanie I. Wassenburg, Lisanne T. Bos, Björn B. de Koning & Menno van der Schoot. (2015) Effects of an Inconsistency-Detection Training Aimed at Improving Comprehension Monitoring in Primary School Children. Discourse Processes 52:5-6, pages 463-488.
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Ridwan Maulana, Michelle Helms-Lorenz & Wim van de Grift. (2015) Development and evaluation of a questionnaire measuring pre-service teachers’ teaching behaviour: a Rasch modelling approach. School Effectiveness and School Improvement 26:2, pages 169-194.
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Anthonia A.M. Houtveen, Wim J.C.M. van de Grift & Saskia K. Brokamp. (2014) Fluent reading in special primary education. School Effectiveness and School Improvement 25:4, pages 555-569.
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Gudrun Vanlaar, Katrijn Denies, Machteld Vandecandelaere, Jan Van Damme, Jean Pierre Verhaeghe, Maarten Pinxten & Bieke De Fraine. (2014) How to improve reading comprehension in high-risk students: effects of class practices in Grade 5. School Effectiveness and School Improvement 25:3, pages 408-432.
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Wim J.C.M. van de Grift. (2014) Measuring teaching quality in several European countries. School Effectiveness and School Improvement 25:3, pages 295-311.
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Yamina Bouchamma, Vincent Poulin & Catherine Ruel. (2014) Impact of Reading Strategy Use on Girls’ and Boys’ Achievement. Reading Psychology 35:4, pages 312-331.
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Thoni Houtveen & Wim van de Grift. (2012) Improving reading achievements of struggling learners. School Effectiveness and School Improvement 23:1, pages 71-93.
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DennisS. Davis & Carin Neitzel. (2011) A Self-Regulated Learning Perspective on Middle Grades Classroom Assessment. The Journal of Educational Research 104:3, pages 202-215.
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Marek Urban, Kamila Urban & John L. Nietfeld. (2023) The effect of a distributed metacognitive strategy intervention on reading comprehension. Metacognition and Learning 18:2, pages 405-424.
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Ridwan Maulana, Alison Kington, James Ko, Xiangyuan Feng, Michelle Helms-Lorenz, Benjamin Looker, Kimberley Hibbert-Mayne & Karen Blackmore. (2023) Observing secondary school teachers’ effective teaching behavior in the Netherlands, England, and the United States using the ICALT observation instrument. Frontiers in Education 8.
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