According to functional and (socio)cognitive models, reading and writing are strongly intertwined. In this study, genre is central as a connecting link between the two. We developed genre-oriented, interconnected reading and writing instruction and investigated its effects on reading skills. Two lesson series focusing on news articles and columns respectively were implemented in 10th grade higher secondary education classes of three Dutch secondary schools. In an alternative-treatments design, eight teachers were randomly assigned to the column and news article condition. All students (N=162) completed the same pre-and posttests. Reading and writing pretest scores showed no between-group differences. Implementation fidelity and social validity were good. Multilevel analyses showed significant effects of condition on genre-specific reading posttest scores in both conditions. These effects were large for the news article and medium for the column condition. The conclusion is that genre-oriented, interconnected reading and writing instruction has a positive effect on reading skills. Further research is needed, into the role of genre knowledge and into the question of which genres can best be offered at which age.

Taalbewust hoger onderwijs besteedt gericht aandacht aan de ontwikkeling van de taalcompetenties van studenten. Daarbij is taalbewustzijn bij studenten van belang. Onderdeel daarvan is het vermogen en de bereidheid om werk te maken van de eigen taalvaardigheid. Over de mate waarin studenten in het hoger beroepsonderwijs in Nederland dit doen is uit onderzoek niets bekend. In dit artikel doen wij daarom verslag van een verkennend onderzoek. Met behulp van vragenlijsten zijn wij nagegaan of studenten naar eigen zeggen werk maken van de verbetering van hun taalvaardigheid. Het vragenlijstonderzoek laat zien dat studenten dat doen en ook positief oordelen over verbeterpogingen inzake hun taalvaardigheid, over het belang van taalvaardigheden voor opleiding en beroep, over normatieve verwachtingen ten aanzien van taalvaardigheid en over hun inzicht in sterke en zwakke punten van hun taalvaardigheden en hoe die te verbeteren. De individuele variatie in hun verbeterpogingen kan grotendeels voorspeld worden uit hun inzicht in de wijze van verbeteren van taalvaardigheden.

Volgens functionele en (socio-)cognitieve modellen zijn lezen en schrijven sterk verweven. In deze studie staat genre centraal als verbindende schakel tussen beide. Wij ontwikkelden genregericht, samenhangend lees- en schrijfonderwijs en onderzochten de effecten ervan op leesvaardigheid. Twee lessenseries over columns respectievelijk nieuwsberichten werden geïmplementeerd in havo 4-klassen van drie vo-scholen. In een gekruist onderzoeksontwerp werden acht docenten aselect verdeeld over de column- en nieuwsberichtconditie. Alle leerlingen (N=162) maakten dezelfde voor- en natoetsen. Op de voormetingen verschilden de lees- en schrijfprestaties van beide groepen niet significant. De implementatietrouw en de sociale validiteit waren goed. Blijkens multilevelanalyses beantwoordden leerlingen uit de nieuwsberichtconditie op de nameting genregerichte vragen bij nieuwsberichten beter dan leerlingen uit de columnconditie, en vice versa. Het conditie-effect was voor de nieuwsberichten groot en voor de columns middelmatig van omvang. De conclusie luidt dat genregericht, samenhangend lees- en schrijfonderwijs een positief effect op leesvaardigheid heeft. Vervolgonderzoek is nodig, naar de rol van genrekennis en naar de vraag welke genres op welke leeftijd het beste aangeboden kunnen worden.

In dit onderzoek gaan we na op welke wijze leerlingschrijvers uit de onderbouw van het voortgezet onderwijs in argumentatieve teksten hun standpunten markeren. Ook onderzoeken we of en hoe standpuntmarkeringen samenhangen het niveau van het onderwijs dat de leerlingen volgen, het leerjaar waarin zij zitten en de kwaliteit van hun tekst. De analyse van 710 standpunten in 402 teksten laat zien dat de leerlingen hun standpunten vrijwel altijd markeren en dat zij daarbij putten uit een breed repertoire aan vormen. Hoogfrequente vormen van markering die ook in de omgangstaal heel gangbaar lijken, worden door alle groepen schrijvers in min of meer gelijke mate gehanteerd. Onderwijsniveau en tekstkwaliteit hangen wel samen met markeringsvormen die verwijzen naar de effecten van argumentatie en naar conclusies en die daarmee blijk geven van meer gevorderde representaties van schrijver, tekst en lezer.

Using sociocultural discourse analysis, we examined when and how a Lesson Study team in initial teacher education integrated theoretical input with practical knowledge when reasoning about subject-specific learning by and teaching of their pupils. We found 10 reasoning sequences in which theoretical input helped student teachers externalize their practical knowledge and reflect on the relation between practical knowledge and theoretical input. Three times this process resulted in new understanding of subject-specific pedagogy. Our findings support the assumption that Lesson Study is an appropriate learning task to help student teachers relate theory to practice and develop their subject-specific pedagogical insights.

Effects of innovative formulation education for 3rd and 4th-year students from higher secondary education. This article discusses the effects of a renewed module for formulating education for 3rd- and 4th-year-students from higher secondary education. The renewed module focused on language proficiency and language awareness. During the lessons students learn to work with writing style strategies which help them to make informed formulation choices to solve rhetorical problems; they learn to use 'grammar for writing'. The students also learn to reflect on the effects of their formulations on the reader. Two cohorts of students took part in the intervention. The control cohort followed the regular lessons which are about learning to solve grammatical erros in de contextualized sentences. The experimental cohort received instructions via the renewed lesson series. The students of both cohorts wrote two texts both before and after their lessons formulation. In addition, a questionnaire was administered targeting their appreciation of the lessons and their stylistic awareness. The texts that students wrote were analysed on the use of writing style strategies. The results of the questionnaire show that students of the experimental cohort are significantly more positive about the renewed lessons and that the renewed lessons contributed to their stylistic awareness. In addition, the text analyses showed that students following the renewed lessons significantly used more writing style strategies. The conclusion of this study is that lessons which focus on writing style strategies and grammar for writing can have a significant impact on the writing style of students.

This study explores knowledge and self-efficacy beliefs about and skills of students from secondary education concerning writing paragraphs. Students in secondary school have to learn how to write coherent paragraphs because coherence within a text contributes to its comprehensibility. To this end four paragraph toolboxes for two genres (informative e-mails and persuasive texts) were developed, both for year-2 students (aged 13-14) and year-5 students (aged 16-17). The toolboxes are designed on the basis of four principles: pay attention to the norms for writing comprehensible paragraphs, start by presenting the genre-specific writing assignment as a whole task, have pupils complete a self-assessment in order to check the comprehensibility of the paragraphs, and work on part tasks. To explore knowledge, self-efficacy beliefs and skills of students, we conducted a questionnaire among 300 students and analysed more than 2100 of their paragraphs to find out if they comply with the paragraph norms. The research results indicate that there is no significant evidence that there exists a causal relation between the use of the developed paragraph toolboxes in education and the increase of knowledge, skills and self-efficacy beliefs. The paper discusses several possible reasons for his outcome.

This study explores the relation between writing quality and contextualization and elaboration moves, two kinds of textual expansion devices crucial for building common ground between writers and readers. We ask whether elaboration and contextualization features differentially predict writing quality and whether their quality contributions differ between genres. We also ask to what extent elaboration and contextualization are tied to individual writers, and can be explained by writer characteristics. To examine these issues, we annotated descriptive and argumentative texts of Dutch adolescents. Text quality was rated holistically, using benchmark scales. As regards elaboration, depth affects quality more than breadth does. It also contributes across genres, whereas breadth only contributes in argumentations. Depth shows a large individual consistency across tasks, which is substantially related to students’ school type, grade and gender. Breadth shows weaker links to individual writers and their characteristics. With regard to contextualization, opening and closing moves play a modest role in text quality. Initial support moves contribute to quality across tasks; concluding moves contribute more in argumentations. Concluding moves are most consistent within writers; however, for all contextualization moves, the writer variance is substantially explained by writer characteristics. This study opens up new avenues for explicating writing quality and writing skill.

Purpose This exploratory study investigates the extent to which lesson study (LS) in initial teacher education (ITE) teams address subject-pedagogical aspects during their conversations and what subject-pedagogical aspects are addressed.Design/methodology/approach The two-case design of the study – one LS team in ITE comprised of an ST and experienced teachers and one comprised of an ST and novice teachers – is aimed to discover similarities and variations in their focus of attention.Findings The conversations of both LS teams were to a large degree about subject-pedagogical aspects. Both teams paid relatively less attention to discussing the themes “subject matter” and “learning objectives” and more to “pupils” learning and “teacher activities.” Concerning the theme of “pupils” learning, the LS team with experienced teachers focused more than the novice LS team on discussing the aspects “pupils” initial situation and “expected learning behavior.” The novice LS team focused more than the experienced team on discussing their observations of individual pupils' thinking.Originality/value The results indicate that LS in ITE with a mix of ST and experienced teachers can facilitate exchange on subject-pedagogical aspects of the research lesson. This may help develop and deepen the subject-pedagogical knowledge, views and routines of STs. The differences found between the two LS teams provide starting points for differentiation in the support of LS teams in ITE. Follow-up research could focus on the questions of whether and how LS teams in ITE bring more coherence to their attention for subject-pedagogical aspects of the lesson.

In the current study on noticing as reasoning of Lesson Study (LS)-teams in initial teacher education (ITE), we analyzed the reasoning two mixed LS-teams set up about pupils' subject-related learning of. Both teams consisted of a student teacher and experienced teachers. Both teams paid more attention to identification (describing pupils‘ learning behavior) and planning elements (considering and deciding how to act) than to interpretation elements (determining and explaining pupils’ problems with learning). They differed in the extent to which they considered plans and provided continuity in their reasoning. Stimulating meaningful reflection may help further develop noticing among LS-teams in ITE.

This paper examines how primary school students discuss deeper comprehension and evaluation of text, while involved in dialogic reading in the context of inquiry learning. It takes a conversation analytic perspective on reading for understanding and critical reading. Analysis of the conversational details of peer talk, revealed how students collaboratively construct deeper meaning of text and take a more critical stance toward the text by means of integrating and evaluating actions. We found that how students understand and interpret the text, is reflected in different types of integrating practices they use: comparing text components with previous knowledge, giving additional information, applying information from the text to the present interactional situation. Evaluating practices, on the other hand, are also based on integrating actions, but they display an explicit critical stance to the text as well (c) 2022 Elsevier Inc. All rights reserved.

Secondary school teachers expect students to write comprehensible paragraphs in their texts.However, an explicit way of teaching to write a paragraph doesn't exist.This article describes a text analytic study of compliance with language norms in paragraphs in two genres: e-mails with a request and persuasive texts.It addresses the question to what extent the paragraphs of thirteen-and seventeen-year-old students comply with the paragraph norms constructed on the basis of Dutch professional advisory books.Our findings indicate that students in Dutch secondary school have difficulty writing adequate paragraphs.Our results additionally suggest that students' paragraph skills increase over time and vary across genres.

In dialogic reading during inquiry learning settings in primary school, pupils read, think and talk together about text fragments for answering their research questions. In this process, pupils may encounter reading problems, regarding word identification or meaning. Conversation analysis is used to demonstrate how these reading problems are collaboratively addressed. Word identification problems are mostly signalled implicitly during the genuine reading activity and are in most cases immediately corrected by the co-participant, to continue the reading activity as smooth as possible. Meaning problems are displayed more explicitly, by use of requests for information, that are explicit about the purpose, but not always explicitly addressed to the other participant. Therefore all participants, including the text in a principal role, can assist.

Since reading and writing are considered interconnected language skills from a functional, cognitive and socio-cognitive perspective, interconnected reading and writing instruction (IRWI) may therefore benefit both skills. This article presents and substantiates a definition of IRWI and discusses the empirical research into the effects of IRWI. IRWI entails quantitatively balanced instruction of both skills while aiming to improve them. IRWI also integrates elements from the functional and/or (socio-)cognitive models for reading and writing, and it explicitly outlines the relationship between reading and writing for students. A systematic literature search into the effects and design of IRWI resulted in a limited number of results and allowed no general conclusions regarding the effectiveness of IRWI. We did, however, identify potentially effective elements: the use of common strategies, knowledge of text characteristics, and knowledge of rhetorical similarities between reading and writing.

Students in the 3rd and 4th year of higher secondary education are given lessons which deal with writing errors. This article presents answers to three research questions on these lessons: What errors are on the program? To what extent does the teaching material represent the errors students make? To what extent do norms in schoolbooks correspond to those in scientific and advisory literature? Teaching practices are investigated and 200 student texts are analysed, using a model with two sets of criteria: one based on schoolbooks. the other on scientific and advisory literature. The results show discrepancies between errors addressed by teaching materials and errors made by students. The two sets of criteria lead to major differences in error identification. The teaching of correct formulation should therefore be adjusted. It should be based on scientific literature, and theory and exercises should be adjusted more carefully to the errors that students actually make.

This paper addresses the ways in which teachers in whole-class discussions invite students to elaborate their previous turn. Our conversation analytic study uncovers that the teachers’ invitations are prompted by elicited as well as spontaneous student turns of both subjective and factual nature. While giving the students the space to expand on their previous turn, most invitations nevertheless steer towards a specific type of response, namely an account or explanation. Only incidentally, the invitations simply solicit a continuation. The fact that the invitations follow not only teacher-initiated, but also student-initiated contributions reflects the teachers’ attempts to foster an actual discussion framework in which they partly hand over control and in which the student contributions are taken up for further consideration.

Docenten Nederlands bieden modules ‘correct formuleren’ aan om leerlingen formuleerfouten te leren verbeteren. Dit artikel beantwoordt drie onderzoeksvragen over dit formuleeronderwijs: Welke formuleerfouten staan op het programma in klas 3 en 4 havo/ vwo? In welke mate representeert deze lesstof de soorten fouten die leerlingen maken in eigen teksten? In welke mate komen de schoolboeknormen overeen met die van taalwetenschappelijke literatuur en taaladviesboeken? Op basis van een analyse van de gangbare lespraktijk zijn vijf formuleerfouten geselecteerd. Deze fouten zijn vervolgens geïdentificeerd in 200 leerlingteksten met behulp van een analysemodel dat twee normen bevat: één gereconstrueerd uit de schoolboeken en één gereconstrueerd uit taalwetenschappelijke literatuur en taaladviesboeken. De analyseresultaten laten zien dat de aangeboden lesstof maar beperkt overeenkomt met de fouten die leerlingen zelf maken; daarnaast zijn er grote frequentieverschillen tussen de onderzochte fouten. Schoolboeknormen verschillen van de normen uit de taalwetenschappelijke literatuur en taaladviesboeken; de toepassing van schoolboeknormen levert aanzienlijk meer foutidentificaties op. Onze conclusie is dat het onderwijs in correct formuleren moet worden bijgesteld. De normen voor formuleerfouten kunnen sterker worden gefundeerd in de taalwetenschappelijke normatieve onderzoeksliteratuur en de lesstof kan zorgvuldiger worden afgestemd op fouten die leerlingen maken, zodat de aansluiting tussen formuleeronderwijs en formuleerproblemen van leerlingen wordt vergroot.