University of Groningen
Supporting reading comprehension in history education
Beek, ter, Marlies
DOI:
10.33612/diss.121518620
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Publication date: 2020
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Beek, ter, M. (2020). Supporting reading comprehension in history education: the use and usefulness of a digital learning environment. University of Groningen. https://doi.org/10.33612/diss.121518620
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Supporting reading comprehension
in history education
The use and usefulness of a
digital learning environment
Interuniversity Center for Educational Sciences
ISBN: 978-94-034-2505-3 (printed version) ISBN: 978-94-034-2501-6(electronic version)
Cover design and lay-out by Marlies ter Beek Coloured icons from Flaticon.com
Black icons by Gan Khoon Lay via thenounproject.com
Printed by Ipskamp | proefschriften.net
© Marlies ter Beek/Rijksuniversiteit Groningen, 2020
Most of the research in this dissertation was financially supported by the Netherlands Organisation for Scientific Research (NWO), as part of the research program ‘Innovation in education through research’ (NRO-PPO: project number 405-15-551).
No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, or by photocopying, recording or otherwise, without prior written permission of the author.
Supporting reading comprehension
in history education
The use and usefulness of a digital learning environment
Proefschrift
ter verkrijging van de graad van doctor aan de Rijksuniversiteit Groningen
op gezag van de
rector magnificus prof. dr. C. Wijmenga en volgens besluit van het College voor Promoties.
De openbare verdediging zal plaatsvinden op donderdag 29 oktober 2020 om 16:15 uur
door
Marlies ter Beek
geboren op 30 juni 1990 te Enschede
Promotor Prof. dr. J.W. Strijbos Copromotores Dr. M.C.J.L. Opdenakker Dr. M.I. Deunk Beoordelingscommissie
Prof. dr. C.A.M. van Boxtel Prof. dr. P.C.J. Segers Prof. dr. A.J. Visscher
Table of contents
Chapter 1 General introduction 9
Chapter 2 Scaffolding expository history text reading: Effects on adolescents’ comprehension, self-regulation, and motivation
31
Chapter 3 Using learning analytics and latent profile analysis to explore the relations between reading engagement, motivation, and comprehension
63
Chapter 4 Teaching reading strategies in history lessons: A micro-level analysis of professional development training and its practical challenges
97
Chapter 5 Fostering adolescent students’ historical content knowledge and historical reasoning ability through subject-specific reading skills and reading engagement
137
Chapter 6 General conclusion, discussion, and recommendations for future research and practice
161
Appendices 179
Nederlandse samenvatting (Dutch summary) 185
References 201
About the author 225
Dankwoord (acknowledgements in Dutch) 229
Waarom zou men in de geschiedenisles computers gebruiken? En als men dat dan doet, is het dan alleen maar voor de aardigheid, of is een computer een nuttig instrument dat een belangrijke verrijking voor het
geschiedenisonderwijs zou kunnen betekenen?
Why would anyone use computers during history lessons? And if one does, will it be just for fun, or will the computer appear to be a useful instrument
and a valuable enrichment to history education in general?
(Wilschut & Bitter, 1992, p. 359)
