| Comprehensive reading and the ability to write clearly are essential for students in primary school. Interventions aimed at improving these skills are on one hand aimed at stimulating the process: Students are taught strategies that should help while reading or writing. On the other hand, interventions are aimed at the eventual product, by providing students with questions before they start reading a text, or by providing them with the assessment criteria for their written products. In this project, we investigate the effects of different interventions both on an outcome-level (comprehensive reading scores, scores on written products) as well as on a process-level (by means of, for example, eye tracking and interviews). |
