A study of the relationship between teachers' instructional practices and pupils’ reading skills in the kindergarten to the third grade in primary education in Curacao.

Researchers

• Drs. M. Rafael - PhD candidate
• Prof.dr. N. Saab - supervisor
• Dr. A. Helder - co-supervisor
• Dr. M.M.J. van der Elst-Koeiman - co-supervisor

Research questions

1. How do teachers' instructional practices actually take place for teaching reading skills, both on paper and in a digital environment, to students in kindergarten (group 2) to the third grade (group 5) of primary education in Curaçao?
2. What influence do the core elements (6 T’s) for promoting early literacy teaching, such as in countries with a similar language situation and colonial past, have on teachers’ instructional practice and reading skills of students in kindergarten (group 2) to the third grade (group 5) of primary education in Curaçao?
3. What influence does the reading instruction offered by teachers have on students' reading ability in kindergarten (Group 2) to the third grade (Group 5) in primary education in Curaçao?
4. What influence do teachers’ didactic actions have on students' reading abilities in kindergarten (group 2) to the third grade (group 5) of primary education in Curaçao?
5. What are effective ingredients of instructional practice for the reading skills of students in kindergarten (Group 2) to the third grade (Group 5) in primary education in Curaçao?

Research aim

The current study aims to enhance the quality of reading education in Curaçao by gaining a deeper understanding of the reading proficiency of primary school students in kindergarten (group 2) to the third grade (group 5) and the impact of teachers’ instructional practices on this proficiency.

This study addresses instruction related to learning to read in the languages Papiamentu and Dutch, both on paper and in digital environments.

Social relevance

In Curaçao, limited empirical research has been published on the reading skills of young children in Papiamentu and Dutch, as well as on the teaching practices employed by educators when introducing (digital) reading to these children. This research is crucial for enhancing the quality of reading education in Curaçao, as it aims to provide a deeper understanding of instructional practices and the didactic actions of teachers within a postcolonial multilingual (bilingual) education system and context.

Scientific relevance

This research contributes to scientific knowledge about the influence of teacher instruction on the reading skills of young children on paper and in a digital environment, effective ingredients of this instructional practice, and factors that can hinder the development of reading skills of young children in countries with a postcolonial bilingual/multilingual education system and context.

Material and methods

This study employs a mixed-method research design, where quantitative and qualitative data are collected separately. Data related to children (1260 students in kindergarten to third grade in primary education) will be gathered once, without any remeasurement or intervention. Several types of data will be collected using tests, questionnaires, lesson observations and video recordings. The research will be conducted as four distinct sub-studies.

• bilingualism
• early literacy
• multilingualism
• post colonialism
• primary schools
• reading

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