2026-07-28T17:01:14Z https://datacatalogue.cessda.eu/oai-pmh/v0/oai

94984566a45049f4670f03930ae3b89fe1300c1e1d3b873c9f7d5c2edc38abc2 2026-06-02T13:10:48Z language:enopenaire_data

Development of beginning reading: A study in word recognition during the first primary school year. Development of beginning reading: A study in word recognition during the first primary school year. doi:10.17026/DANS-XUK-TBC4ISBN / EAN 978-90-8928-085-5. http://hdl.handle.net/1871/51755http://hdl.handle.net/1871/35430 http://dx.doi.org/10.1080/13803611.2012.682803easy-dataset:60755 J. Terwel H.J.M. van Oers M.J. Snel C.A.J. Aarnoutse J.F.J. van Leeuwe W.M. van der Veld 2015-02-12 DANS Data Station Social Sciences and Humanities 2015-02-12 Social Sciencesbeginning readingword recognitiondirect instruction (DI)guided co-construction (GCC)sociocultural backgroundprimary school <p>In this dissertation, which is concerned with the development of beginning reading, the following overarching question was formulated: How does word recognition of primary school pupils develop during the first grade with a Direct Instruction (DI) approach and with a Guided Co-Construction (GCC) approach, and which factors influence children’s beginning reading development? This overarching question implies among other things the following three research questions:</p><p>1) Which instructional approach is more effective to stimulate the development of beginning reading in grade 1: Direct Instruction or Guided Co-Construction?<br>2) Which kindergarten pre-literacy skills are important for the development of children’s word recognition?<br>3) And finally, how does word recognition of first grade pupils develop?<br>To answer these questions we have examined the development of word recognition of 178 first grade pupils in a longitudinal study.</p><p>Names of students and schools are removed from this dataset for privacy reasons.</p> https://ssh.datastations.nl/oai doi:10.17026/DANS-XUK-TBC4 2025-12-03T01:00:45Z ddi:codebook:2_5