Maximising meaning: creating a learning environment for reading comprehension of informative texts from a Vygotskian perspective |
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| Authors: | Yvonne van Rijk Monique Volman Dorian de Haan Bert van Oers |
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| Institution: | 1.University of Amsterdam,Amsterdam,The Netherlands;2.Amsterdam University of Applied Sciences,Amsterdam,The Netherlands;3.Inholland University of Applied Sciences,Haarlem,The Netherlands;4.VU University of Amsterdam,Amsterdam,The Netherlands |
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| Abstract: | Sociocultural theories based on the work of Vygotsky have been increasingly influential in educational sciences. Developmental education (DE) is a pedagogical approach based on Vygotskian theory that has inspired primary schools in the Netherlands to change the learning environment innovatively in a comprehensive way. In this article, we focus on the learning environment for reading comprehension of informative texts in upper-primary grade classrooms in DE. Our aim is to contribute to a more profound understanding of the characteristics of learning environments that are inspired by a Vygotskian approach and that are conducive to reading comprehension of informative texts. Five fourth-grade expert DE teachers participated in a multiple case study aimed at describing and analysing these characteristics for the domain of reading informative texts. Data were collected over a period of six to eight weeks for each teacher and consisted of videotaped interviews, classroom observations and documents. We conclude that DE learning environments are focused on maximising meaning from text for students. This is achieved by organising learning on the basis of emergent goals within students’ participation in sociocultural practices. |
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