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Het effect van drie voorleesmethoden op taalvaardigheid. Een exploratief onderzoek in de kleuterklas

Authors:

Abstract

Onderzoek heeft aangetoond dat taalvaardigheid gerelateerd is aan de mate waarin kinderen worden geaccepteerd door hun klasgenootjes. Bovendien blijkt vroege taalvaardigheid invloed te hebben op de latere leesvaardigheid van kinderen. Het is daarom belangrijk dat er veel tijd en aandacht besteed wordt aan het stimuleren van taalvaardigheid. In deze studie is het effect van drie kortdurende voorleesmethoden op de taalvaardigheid van jonge kinderen onderzocht. Eén van die voorleesmethoden betreft het gebruik van mindmaps. Er is nog weinig onderzoek gedaan naar het effect van mindmappen bij jonge kinderen.
How to cite this poster: van der Wilt, F., Koster, M., van Kruistum, C., & van der Veen, C.
(2017). Het effect van drie voorleesmethoden op taalvaardigheid. Een exploratief onderzoek
in de kleuterklas [The effect of three reading methods on language ability. An explorative
study in early childhood education]. Poster presented at the Onderwijs Research Dagen
(ORD), Antwerp, Belgium
Femke van der Wilt | Vrije Universiteit Amsterdam | Faculteit der Gedrags- en Bewegingswetenschappen | f.m.vander.wilt@vu.nl | Onderwijs Research Dagen 2017
Het effect van drie voorleesmethoden op taalvaardigheid
Een exploratief onderzoek in de kleuterklas
Introductie
Onderzoek heeft aangetoond dat taalvaardigheid
gerelateerd is aan de mate waarin kinderen worden
geaccepteerd door hun klasgenootjes. Bovendien
blijkt vroege taalvaardigheid invloed te hebben op
de latere leesvaardigheid van kinderen. Het is
daarom belangrijk dat er veel tijd en aandacht
besteed wordt aan het stimuleren van
taalvaardigheid. In deze studie is het effect van drie
kortdurende voorleesmethoden op de
taalvaardigheid van jonge kinderen onderzocht. Eén
van die voorleesmethoden betreft het gebruik van
mindmaps. Er is nog weinig onderzoek gedaan naar
het effect van mindmappen bij jonge kinderen.
Is de taalvaardigheid van kinderen die mindmaps hebben gemaakt sterker vooruit gegaan dan die van de andere kinderen?
Methode
Aan de pilotstudie hebben drie klassen met totaal
66 kinderen (4-6 jaar) meegedaan. In alle klassen
werd drie keer hetzelfde prentenboek voorgelezen,
maar de klassen verschilden in de manier waarop
dit prentenboek werd voorgelezen. Voorafgaand
aan de voorleesactiviteiten is er een aantal tests
afgenomen om taalvaardigheid in kaart te brengen.
Receptieve woordenschat is gemeten met de
Peabody Picture Vocabulary Test; productieve
woordenschat is gemeten met een zelfontworpen
thematische woordenschattest; luistervaardigheid is
gemeten met de Cito Kritisch Luisteren;
spreekvaardigheid is gemeten met de Cito
Verteltaak.
Interactief voorlezen
Interactie tussen leerkracht en kinderen
Veel vragen stellen tijdens het voorlezen
Vragen om verhaal te verduidelijken
Vragen om verhaal te koppelen aan
ervaring
Luistervraag
Voorafgaand aan het lezen een luistervraag
Over wie gaat het verhaal?
Waar speelt het verhaal zich af?
Wat is het probleem en de oplossing?
Mindmap
Voorafgaand aan het lezen een luistervraag
Na afloop bespreking luistervraag
Daarnaast één tak van de mindmap
Wie, Waar, Probleem, Oplossing
Resultaten
Uit de resultaten bleek dat de drie voorleesmethoden
niet van elkaar verschilden in hun effect op
taalvaardigheid. Ook was er geen verschil gevonden
in het niveau van taalvaardigheid van kinderen die
volgens verschillende voorleesmethoden waren
voorgelezen. Er was wel een significante verbetering
zichtbaar: zowel productieve woordenschat als
luistervaardigheid waren significant verbeterd bij de
nametingen.
Discussie
Dit onderzoek heeft aangetoond dat ook kortdurende
voorleesmethoden effect hebben op aspecten van
taalvaardigheid en onderschrijft het belang van
voorleesactiviteiten in het kleuteronderwijs. Of het
gebruik van mindmaps een meerwaarde heeft ten
opzichte van de traditionele voorleesmethoden moet
toekomstig onderzoek uitwijzen.
Justice, L. M., Mashburn, A.J., Hamre, B.K., & Pianta, R.C. (2008). Quality of
language and literacy instruction in preschool classrooms serving at-risk pupils.
Early Childhood Research Quarterly, 23(1), 51-68.
Kim, A. h., Vaughn, S. Wanzek, J., & Wei, S. (2004). Graphic organizers and their
effects on the reading comprehension of students with LD: a synthesis of research.
Journal of Learning Disabilities, 37(2), 105-118.
de Koning, B.B., & van der Schoot, M. (2013). Becoming part of the story! Refueling
the interest in visualization strategies for reading comprehension. Educational
Psychology Review, 25(2),261-287. Snow, C.E. (2002). Reading for understanding:
toward a research and development pr ogram in reading comprehension. Santa
Monica: RAND.
StichtingLeerplanOntwikkeling (SLO). (2014). Praatjes peilen. Spelenderwijs peilen
en stimuleren van mondelinge taalontwikk eling bij jonge kinderen . Enschede: SLO.
Resultaten van mixed between-within subjects variantieanalyse
Wilks’
Lambda η p F df
Productieve
woordenschat
Interactie
.57 .03 .346 1.08 2.59
Within
.57 .43 .001 4.40 1.59
Between
.06 .176 1.79 2.59
Receptieve
woordenschat
Interactie
.99 .01 .781 0.26 2.61
Within
.95 .05 .083 0.12 1.61
Between
.07 .137 2.06 2.59
Luistervaardigheid
Interactie
.97 .01 .664 0.41 2.59
Within
.76 .24 .001 8.93 1.59
Between
.01 .664 0.41 2.59
Spreekvaardigheid
Interactie
.99 .01 .747 1.08 2.59
Within
.99 .01 .473 0.52 1.59
Between
.07 .121 2.19 2.59
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6
Voormeting Voorleesactiviteit 1
Voorleesactiviteit 2
Voorleesactiviteit 3
Verteltafel Nameting
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Mondelinge taalvaardigheid in het basisonderwijs Een inventarisatie van empirisch onderzoek Pictorial illustrations still improve students' learning from text. Educational psychology review
  • H Bonset
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Bonset, H., & Hoogeveen, M. (2011). Mondelinge taalvaardigheid in het basisonderwijs. Een inventarisatie van empirisch onderzoek] SLO, Enschede, Nederland Carney, R. N., & Levin, J. R. (2002). Pictorial illustrations still improve students' learning from text. Educational psychology review, 14(1), 5-26.
Balans van het taalonderwijs halverwege de basisschool 3. Uitkomsten van de derde peiling in 1999
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Mondelinge taalvaardigheid in het basisonderwijs. Een inventarisatie van empirisch onderzoek
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Bonset, H., & Hoogeveen, M. (2011). Mondelinge taalvaardigheid in het basisonderwijs. Een inventarisatie van empirisch onderzoek] SLO, Enschede, Nederland