Effecten van begeleid hardop lezen van teksten op technisch lezen, begrijpend lezen, woordenschat en leesplezier bij zwakke lezers in de leerjaren vier tot en met zes

Effects of guided oral reading interventions on reading fluency, comprehension, vocabulary, and reading attitude of poor readers in grades 2 through 4. In nearly every primary school, there are students that lag behind in reading fluency. These students read slowly or with many errors. We wanted to know if guided oral reading would be an effective remedy for low achieving readers in the lower grades. Guided oral reading implies that a student reads a text aloud while an experienced reader supervises the reading process, providing feedback or help when necessary. A total of 126 poor reading students from grades 2 to 4 participated in the study. They were randomly divided between two treatment groups and a non-treated control group. In the treatment groups, the intervention was delivered one-to-one by a paraprofessional, either in a repeated reading or in a continuous reading format, depending on how often students practiced with the same text. Each student went through 48 reading sessions of 20 minutes, with a maximum of four sessions each week. Measures included tests for fluency, reading comprehension, vocabulary, and reading attitude. The results demonstrate that guided oral reading is effective for improving fluency and reading attitude. Within and between grades the two versions (continuous or repeated reading) proved to be equally effective. Transfer effects on reading comprehension and vocabulary could not be established.