Emilie Prast en Marian Hickendorff van de Universiteit Leiden verdiepen in hun keynote het thema differentiatie vanuit een meer vakdidactische insteek. Vertrekkend vanuit algemene principes van... Show moreEmilie Prast en Marian Hickendorff van de Universiteit Leiden verdiepen in hun keynote het thema differentiatie vanuit een meer vakdidactische insteek. Vertrekkend vanuit algemene principes van differentiatie voor verschillende doelgroepen zoomen zij in op differentiatie voor sterke rekenaars. Je krijgt inzicht in het belang van differentiatie voor sterke rekenaars, manieren waarop in de praktijk al wordt gedifferentieerd voor deze groep, en kansen om differentiatie voor sterke rekenaars te verbeteren. Daarbij krijg je tips om je rekenonderwijs systematisch af te stemmen op de onderwijsbehoeften van deze groep leerlingen. Show less
Van Geel, M.; Prast, E.J.; Keuning, T.; Luyten, H. 2023
Differentiated instruction concerns adapting education to students’ needs. However, relatively little is known about how students experience the degree to which their teachers fulfill their... Show moreDifferentiated instruction concerns adapting education to students’ needs. However, relatively little is known about how students experience the degree to which their teachers fulfill their individual educational needs. In the current study, the Differentiated Instruction from Students’ Perspective (DISP) questionnaire was developed and administered among 458 students of grade 4 to 6 of 22 primary school teachers in the Netherlands. The internal consistency of the DISP instrument was considered good. Students in general were moderately positive about the level of differentiation they experienced and few differences between DISP-ratings of students with varying mathematics achievement levels were identified. It is concluded that the DISP questionnaire is a suitable instrument to study students’ perspectives and can be used by researchers as well as by teachers who would like to gain insights in and improve their differentiation practice. Show less
Many digital reading applications have built-in features to control the presentation flow of texts by segmenting those texts into smaller linguistic units. Whether and how these segmentation... Show moreMany digital reading applications have built-in features to control the presentation flow of texts by segmenting those texts into smaller linguistic units. Whether and how these segmentation techniques affect the readability of texts is largely unknown. With this background, the current study examined a recent proposal that a sentence-by-sentence presentation mode of texts improves reading comprehension of beginning readers because this presentation mode encourages them to engage in more effortful sentence wrap-up processing. In a series of self-paced reading and eye-tracking experiments with primary school pupils as participants (6–9 years old; n = 134), reading speed and text comprehension were assessed in a full-page control condition—i.e., texts were presented in their entirety—and in an experimental condition in which texts were presented in sentence-by-sentence segments. The results showed that text comprehension scores were higher for segmented texts than for full-page texts. Furthermore, in the final word-regions of the sentences in the texts, the segmented layout induced longer reading times than the full-page layout did. However, mediation analyses revealed that these inflated reading times had no, or even a disruptive influence on text comprehension. This indicates that the observed comprehension advantage for segmented texts cannot be attributed to more effortful sentence wrap-up. A more general implication of these findings is that the segmentation features of reading applications should be used with caution (e.g., in educational or professional settings) because it is unclear how they affect the perceptual and cognitive mechanisms that underlie reading. Show less
