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NOS news•today, 06:01
Not all students in the second year of secondary education have the reading level to continue learning well. This is the conclusion of the Education Inspectors in the first national study of the reading skills of students in the second year of secondary education and secondary special education (VSO).
In the second year of HAVO and VWO and the second year of VSO, the reading level of the students is at a level, but at the basic and intermediate VMBO level (B / K) and in practical education the results do not look good .
Reading levels in the Netherlands are measured by base levels and target levels. Level 1F is the basic reading level, level 2F is necessary to function independently socially and keep up with secondary school. The research shows that the majority of students in the second year of practical education and VMBO-B/K have not reached level 1F yet.
In the Netherlands, around a quarter of all secondary school students follow practical or pre-vocational secondary education at basic or intermediate level. “So the reading skills of the majority of this group of Dutch students are not good enough. This requires a better approach,” the investigators write.
In the second year of HAVO/VWO and VSO, the majority of students read at level 2F or above, the research shows. According to the study, this is appropriate for the grade level.
The inspectors have already warned in recent years several times for decline in basic skills. The PISA international mobility survey (International Student Assessment Program) finish last year that Dutch school children aged 15 score poorly in reading. It turned out that the rate decreased rapidly in a few years.
Reading books at school
The reviewers suggest several “reference points” to improve the reading level. They received advice from a group of experts for this. Students need to read a lot, so it is recommended to read books at school.
The advice to pay more attention to reading skills in other subjects is less obvious. The suggestion is that teachers of Dutch and other subjects should work together more often to achieve this.
The inspectors believe that reading skills should be given “deeper attention” in teacher training. Compulsory reading of children’s literature should be part of this.
2024-11-19 05:01:00
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How do you think reading skills influence the hands-on learning experiences in vocational education, and can you provide examples from your own experience?
D questions that encourage participants to share their perspectives and experiences related to the topic of reading skills in vocational and practical education:
1. Can you share your opinion on the importance of reading skills in vocational and practical education? How do you think they impact career opportunities and personal development?
2. As a student or teacher in vocational or practical education, what strategies have you found effective in improving reading skills? Are there any limitations or obstacles you faced in the process?
3. In your experience, how well-equipped are schools in the Netherlands to identify and address students’ reading difficulties at the secondary level? Do you believe more should be done to support struggling readers?
4. With regards to the suggested focus on reading skills in other subjects, do you think this is a feasible approach? What challenges might arise from incorporating reading comprehension into non-language-based subjects?
5. How do you think teacher training programs can better prepare educators to teach reading effectively across different subjects? Is there a need for more emphasis on children’s literature or other pedagogical approaches?
6. As an expert in the field, what insights would you like to share with teachers, policy makers, and parents regarding improving reading skills at the secondary level, particularly in vocational and practical education?
