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Promoting reading comprehension and reading motivation in Chinese secondary education poor readers Ghent University
There is a challenge for the disadvantaged schools in the educational systems incountries of Organization for Economic Co-operation and Development (OECD) as well asthe disadvantaged schools in China to overcome U+201Ceducational povertyU+201D in reading (EuropeanCommission, 2019, p. 7). The percentage of low achievers was 21.7% in OECD countries in2018, which is higher than the Education and Training 2020 benchmark U+2013 anunderachievement ...
Promoting elementary students' autonomous reading motivation: effects of a teacher training grounded in self-determination theory Ghent University
Responding to the declining trend in reading motivation in and beyond the primary school years, the present study aimed to enhance late primary studentsU+2019 autonomous reading motivation. Towards this end, this study evaluated the impact of a need-supportive teacher training grounded in self-determination theory (SDT) on fifth-grade studentsU+2019 (n = 664) autonomous motivation for school and leisure-time reading. A quasi-experimental ...
Strategies for promoting autonomous reading motivation: a multiple case study research in primary education Ghent University
Design principles for professionalizing primary school teachers on promoting reading motivation Ghent University
Promoting elementary school studentsU+2019 autonomous reading motivation : effects of a teacher professional development workshop Ghent University
Bringing continuous professional development in practice : design principles for a professional development program for primary school teachers focusing on promoting students' reading motivation Ghent University
Studies show that teachers’ continuous professional development (CPD) is essential for educational quality, and moreover, when it comes to reading, key for students’ success in education and participation in our 21st century society. Most of the research investigating professional development programs on improving teachers’ self-efficacy for teaching reading and in particular on fostering students’ reading motivation, however, fails to include ...