The educational-didactical approach of reading comprehension in primary education in Flanders

This doctoral research focuses on reading comprehension in primary education. This research coincides with the Progress in International Reading Literacy Study (PIRLS) of 2021. This international study maps the reading performances of fourth grade students and gathers contextual information using student, home and teacher questionnaires. Flanders participated in PIRLS studies in 2006 and 2016. Between 2006 and 2016 a large decrease was noted, not only concerning student level reading abilities, but also concerning some school and class level characteristics, like reading instruction and climate. A thorough follow-up is needed. Firstly we want to map the reading performances of Flemish students again in 2021. Secondly we want to shed light on the explanatory factors behind these performances. This doctoral research therefore supports the implementation process of PIRLS 2021 in Flanders. Additionnaly this doctoral research extends the PIRLS study to investigate the educational-didactical behaviours of teachers in reading education. Prior research indicates the importance of explicit instruction of reading strategies and also the promotion of autonomous reading motivation is said to be important. But more research on the exact mechanisms is needed. Using a mix of quantitative (structural equation modeling, latent class analysis,...) and qualitative methods (class observations, interviews,...), this doctoral research will provide more insight into these two components of effective reading education. We will investigate how reading strategies are teached and how autonomous reading motivation is promoted by teachers. Also the correlation of these components with the student performances will be investigated.