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School Effectiveness and School Improvement
An International Journal of Research, Policy and Practice
Volume 25, 2014 - Issue 3
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Articles

How to improve reading comprehension in high-risk students: effects of class practices in Grade 5

Gudrun VanlaarCentre for Educational Effectiveness and Evaluation, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, BelgiumCorrespondence[email protected]
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Katrijn DeniesCentre for Educational Effectiveness and Evaluation, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, BelgiumView further author information
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Machteld VandecandelaereCentre for Educational Effectiveness and Evaluation, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, BelgiumView further author information
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Jan Van DammeCentre for Educational Effectiveness and Evaluation, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, BelgiumView further author information
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Jean Pierre VerhaegheCentre for Educational Effectiveness and Evaluation, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium;Department of Educational Studies, Ghent University, Ghent, BelgiumView further author information
,
Maarten PinxtenCentre for Educational Effectiveness and Evaluation, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, BelgiumView further author information
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Bieke De FraineCentre for Educational Effectiveness and Evaluation, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, BelgiumView further author information
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Pages 408-432 | Received 24 Oct 2011, Accepted 15 Oct 2012, Published online: 05 Jul 2013

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Read on this site (3)

Marieke Vanbuel & Kris Van den Branden. (2021) Promoting primary school pupils’ language achievement: investigating the impact of school-based language policies. School Effectiveness and School Improvement 32:2, pages 218-240.
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Gudrun Vanlaar, Leonidas Kyriakides, Anastasia Panayiotou, Machteld Vandecandelaere, Léan McMahon, Bieke De Fraine & Jan Van Damme. (2016) Do the teacher and school factors of the dynamic model affect high- and low-achieving student groups to the same extent? a cross-country study. Research Papers in Education 31:2, pages 183-211.
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Gary Woolley. (2016) Reading comprehension intervention for high-functioning children with autism spectrum disorders. Australian Journal of Learning Difficulties 21:1, pages 41-58.
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Articles from other publishers (4)

Jean-Baptiste M.B. Sanfo & Inoussa Malgoubri. (2023) Teaching quality and student learning achievements in Ethiopian primary education: How effective is instructional quality in closing socioeconomic learning achievement inequalities?. International Journal of Educational Development 99, pages 102759.
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Josef Hofman. (2021) Optimierung durch Classroom Management. psychosozial 44:4, pages 36-46.
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Marie-Christine Opdenakker. 2020. International Perspectives in Educational Effectiveness Research. International Perspectives in Educational Effectiveness Research 231 286 .
Cansu Atlay, Nicole Tieben, Steffen Hillmert & Benjamin Fauth. (2019) Instructional quality and achievement inequality: How effective is teaching in closing the social achievement gap?. Learning and Instruction 63, pages 101211.
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