Challenges in Developing Standardized Tests for Arabic Reading Comprehension for Secondary Education in the Netherlands

2021 ◽  
pp. 181-189
Author(s):  
Anneke de Graaf
Keyword(s):  
Reading Comprehension ◽  
Secondary Education ◽  
The Netherlands ◽  
Standardized Tests

De Invloed Van Snelheid Van Woordherkenning en Kennis Van Woordbetekenis op Nt2-Tekstbegrip

2000 ◽  
Vol 63 ◽  
pp. 93-103
Author(s):  
Kirsten van Ingen
Keyword(s):  
Reading Comprehension ◽  
Secondary Education ◽  
Word Recognition ◽  
Intermediate Level ◽  
Significant Relation ◽  
Explanatory Factors ◽  
Significant Difference ◽  
L2 Learners ◽  
L2 Vocabulary

The performance in Dutch reading comprehension of advanced L2 learners still lags behind the performance of L1 learners. This study investigates the role of inefficient word recognition and knowledge of L2 vocabulary as two of the explanatory factors for problems with reading comprehension. The results of this study show that inefficient word recognition cannot account for problems with reading comprehension of L2-learners at the intermediate level of secondary education. There was no significant difference between the speed of word recognition between L2 learners and L1 learners. Nor was there relation between the score on reading comprehension and speed of word recognition. Knowledge of vocabulary does show differences between L2 learners and L1 learners. L2 learners score significantly less and, in contrast with the L1 learners, they show a significant relation between the knowledge of vocabulary and the score on reading comprehension.

‘Niet alle boeddhisten mediteren, niet alle hindoes zijn vredelievend’: Het beeld van hindoeïsme en boeddhisme in schoolboeken voor het voortgezet onderwijs in Nederland

2007 ◽  
Vol 61 (4) ◽  
pp. 291-307
Author(s):  
Paul van der Velde
Keyword(s):  
Secondary Education ◽  
The Netherlands ◽  
Modern Science ◽  
Caste System ◽  
Way Of Life ◽  
Negative Side

This article presents the image of Hinduism and Buddhism as presented in textbooks that are generally used in the Netherlands for secondary education. In general, we observe that where Hinduism is imagined, the presentation tends to be on the negative side. Hinduism is above all associated with the unchanging caste-system and with the repression of women. The image of Buddhism tends to be much more positive. Often Buddhism is not seen as a religion, but rather as an ideal philosophy or way of life that is considered to be in accordance with modern science. Moreover, Buddhism is often seen as ‘rational’, and ‘modern’.

The effects of a Cognitive Mapping Strategy on the Literal and Inferential Comprehension of Students with Mild Disabilities

1996 ◽  
Vol 19 (2) ◽  
pp. 86-98 ◽  
Author(s):  
Joseph R. Boyle
Keyword(s):  
Reading Comprehension ◽  
Standardized Tests ◽  
Grade Level ◽  
Cognitive Mapping ◽  
Control Group ◽  
Poor Reading ◽  
Mild Disabilities ◽  
Mapping Strategy ◽  
Below Grade Level ◽  
Inferential Comprehension

This study examined the effects of a cognitive mapping strategy on the literal and inferential reading comprehension of students with mild disabilities — learning disabilities (LD) and educable mental retardation (EMR). Thirty students with mild disabilities who exhibited poor reading comprehension, as evidenced by low reading comprehension scores on standardized tests, were matched on three variables (disability, grade, and reading achievement) and assigned to either an experimental or a control group. Through a strategy format, students in the experimental group were taught to independently create cognitive maps from reading passages. Students who were taught the cognitive mapping strategy demonstrated substantial gains in both literal and inferential comprehension measures with below-grade level reading passages as well as on-grade level reading passages. The limitations of the research and implications of this strategy for classroom application are discussed.

The development of standardized tests for experimental work in schools in The Netherlands

1986 ◽  
Vol 8 (2) ◽  
pp. 135-143 ◽  
Author(s):  
R. V. J. Alberts ◽  
P. J.van Beuzekom ◽  
C. Hellingman‡
Keyword(s):  
The Netherlands ◽  
Standardized Tests ◽  
Experimental Work

scholarly journals РОЗВИТОК ІНФОРМАЦІЙНО-КОМУНІКАЦІЙНОЇ КОМПЕТЕНТНОСТІ ВЧИТЕЛЯ У ГАЛУЗІ СЕРЕДНЬОЇ ОСВІТИ НІДЕРЛАНДІВ: ПІДХОДИ, МОДЕЛІ, ДОСВІД

2015 ◽  
Vol 49 (5) ◽  
pp. 71 ◽  
Author(s):  
Olena O. Grytsenchuk
Keyword(s):  
Secondary Education ◽  
The Netherlands ◽  
Curriculum Development ◽  
Future Development ◽  
Communication Competence ◽  
Competence Development ◽  
Common Trends ◽  
Education Fund ◽  
Information And Communication ◽  
Consultative Body

The article deals with the problem of teacher’s information and communication competence development in general secondary education of the Netherlands. The analysis of the experience of such national institutions as Expertise Centre of ICT Education, Fund Kennisnet, SchoolNet of the Netherlands, Netherlands Institute for Curriculum Development (SLO), General Consultative Body of Heads of Teachers Educational Faculties is presented. There are identified peculiarities, common trends, approaches and models of teacher’s information and communication competence, as well as the ways of teacher’s information and communication competence future development in general secondary education of the Netherlands.

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