28.2079, Books: Reading and writing development of low-achieving adolescents: Trapman
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LINGUIST List: Vol-28-2079. Wed May 03 2017. ISSN: 1069 - 4875.
Subject: 28.2079, Books: Reading and writing development of low-achieving adolescents: Trapman
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Date: Wed, 03 May 2017 15:53:05
From: Martine Paulissen [gw.uilots.lot at uu.nl]
Subject: Reading and writing development of low-achieving adolescents: Trapman
Title: Reading and writing development of low-achieving adolescents
Subtitle: The roles of linguistic knowledge, fluency, and metacognitive knowledge
Publication Year: 2016
Publisher: Netherlands Graduate School of Linguistics / Landelijke (LOT)
http://www.lotpublications.nl/
Book URL: http://www.lotpublications.nl/reading-and-writing-development-of-low-achieving-adolescents
Author: Mirjam Trapman
Paperback: ISBN: 9789460931949 Pages: 152 Price: U.K. £ 29.00
Abstract:
Whereas school and society pose high demands on youngsters’ reading and
writing skills, many adolescents experience difficulties in understanding what
they read and in expressing their thoughts in comprehensible texts. Especially
low-achieving students in the lowest educational tracks in the Netherlands
experience such difficulties. This dissertation addresses the roles of various
types of knowledge and skills that are important to the reading comprehension
and writing proficiency of these low-achieving adolescents.
Three empirical studies focus on individual differences in Dutch reading
comprehension and writing proficiency of 51 low-achieving adolescents, and on
the extent to which these differences can be explained by individual
differences in linguistic knowledge, fluency, and metacognitive knowledge. In
addition, the development in reading comprehension and writing proficiency of
these students from Grade 7 to 9 is analyzed, as well as contributions of
linguistic knowledge, fluency, and metacognitive knowledge to this
development. Since language-minority students form a large proportion of
low-achieving adolescents, differences between language-minority and native
students in the sample are also investigated.
The results show the progress low-achieving adolescents make in reading
comprehension and writing proficiency between Grade 7 and Grade 9. The
findings also provide unique insights into the contributions of several
components of reading and writing to this progress.
Linguistic Field(s): Applied Linguistics
Language Acquisition
Subject Language(s): Dutch (nld)
Written In: English (eng)
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