Schuiten, Marleen (2025) Enhancing Reading Comprehension Support in Upper Primary Grades. Master thesis, Educational Sciences.
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Abstract
Reading comprehension is a fundamental skill critical for academic success and later societal participation. Given the increasing number of students struggling to meet targeted proficiency levels, it is scientifically relevant to develop effective strategies for improving reading comprehension, particularly in the upper grades of School Board X. This study investigates how reading comprehension support can be enhanced for students failing to meet proficiency targets. Through a selective search review and interviews with eight teachers, the research identifies gaps in current practices and aligns them with evidence-based approaches. The findings emphasize the importance of matching support strategies to the identified causes of reading difficulties. While pre-teaching is commonly applied, its implementation often lacks a targeted approach addressing specific student needs, such as decoding challenges, limited vocabulary, or gaps in prior knowledge. Motivation plays a crucial role in reading comprehension. Approaches that connect reading tasks to real-world contexts and student interests foster deeper engagement and improve outcomes but are inconsistently applied in current practices. The study also highlights the need to address special educational needs, such as dyslexia and ADHD, alongside environmental factors like socioeconomic context and multilingualism. Both require targeted and adaptive approaches to ensure inclusivity and bridge gaps in comprehension. Recommendations include improving the alignment between assessment practices and intervention strategies and enhancing the intentional use of motivational strategies. By focusing on the root causes of reading difficulties and fostering student engagement, this study offers actionable insights to improve support and promote equitable literacy outcomes. Keywords: reading comprehension, reading difficulties, additional support, literacy interventions, primary education.
| Item Type: | Thesis (Master) |
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| Supervisor name: | Hingstman, M. |
| Degree programme: | Educational Sciences |
| Differentiation route: | Other [Master Educational Sciences] |
| Date Deposited: | 01 Apr 2025 09:21 |
| Last Modified: | 01 Apr 2025 09:21 |
| URI: | http://gmwpublic.studenttheses.ub.rug.nl/id/eprint/4802 |
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