De effecten van genregericht samenhangend lees- en schrijfonderwijs op de leesvaardigheid van havo 4-leerlingen ; Effects of a genre-based interconnected reading and writing instruction on reading skills of grade 10 students

From a functional, cognitive, and sociocognitive perspective, reading and writing are highly interconnected (Fitzgerald & Shanahan, 2000). Meta-analyses of intervention studies in which reading and writing are connected suggest that such education can be successful (e.g. Graham et al., 2018). For our study we defined interconnected reading and writing instruction as instruction of both skills aiming at elements that connect them from the functional and (socio-)cognitive models of reading and writing, and explicitly addressing relationships between reading and writing. The connecting element in our design is genre. In our research we are looking for the effects of genre-based interconnected reading and writing instruction on the reading skills of grade 10 students. In 2019-2021, eight teachers from three schools gave their grade 10 classes six lessons about reading and writing either columns or news articles. The pre and post measurements consisted of the same reading and writing assignments for all students. An ANCOVA is performed with the scores from the pretest as covariates, the scores from the posttest as dependent variables and the condition as independent variable. It is expected that students in the news article condition will perform better in the posttest on reading news articles than on reading columns. We expect the opposite for the students in the column condition.