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Does the treatment integrity of a literacy instruction program foster student reading comprehension? A field experiment

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Abstract

This study focuses on conditions that improve reading comprehension at grade 7th. We analyze the impact of the Lirécrire program, and related treatment integrity, on student performance. Lirécrire program should improve students’ reading comprehension, and follow-up sessions should lead to greater instructional change, then improve learning. Nineteen schools were randomly assigned to one of two experimental conditions (with or without follow-up for teachers) or to the “control” group. Reading comprehension was measured pre- and posttest and treatment integrity through intensity and conformity. Students benefiting from the program outperformed students in the “control” group, with an additional effect of intensity.

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Notes

  1. A detailed description of the reading activity, the program, and the operationalization of the core elements is available online: (Electronic supplementary material).

  2. Language art teachers—also known as French teachers—denote teachers working to deepen students’ understanding of the French language through reading, writing, and speaking.

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Acknowledgments

We particularly thank Marielle Wyns (Coordinator) and AlexandraVanguchte, Elena Pazsto, Elisabeth Freymann, Elise Van de Velde, Emilie Van Lierde, Emilie Vermeulen, Julie Verschueren, Manon Rolin, Marylène Willocq, Sophie Brasseur, Céline Heylens, Isabelle Henry, Estelle Bidin, and Lucile Lhoste (Langage Arts students) for their help during data collection and correction sessions.

Funding

The current research was supported by grants from the Fondation Louvain and the Fondation de la Recherche Scientifique FRS-FNRS (F 6/40/5 - FRESH/FC - 12690).

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Authors and Affiliations

  1. Université Catholique de Louvain (UCL) - Place de l’Université 1, 1348, Louvain-la-Neuve, Belgium

    Sébastien Dellisse, Xavier Dumay, Benoit Galand, Vincent Dupriez, Jean-Louis Dufays, Liesje Coertjens, Séverine De Croix & Jessica Penneman

Authors
  1. Sébastien Dellisse
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  2. Xavier Dumay
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  3. Benoit Galand
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  4. Vincent Dupriez
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  5. Jean-Louis Dufays
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  6. Liesje Coertjens
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  7. Séverine De Croix
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  8. Jessica Penneman
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Corresponding author

Correspondence to Sébastien Dellisse.

Additional information

Current themes of research and relevant publications

Sébastien Dellisse. PhD student in education sciences at UCLouvain.

Current themes of research:

His research interests are program implementation, teaching improvement through professional development, and teaching practices.

Most relevant publications in the field of Psychology of Education:

Penneman, J., De Croix, S., Dellisse, S., Dufays, J.-L., Dumay, X., Durpiez, V., Galand, B., Wyns, M. (2016). « Outils didactiques et changement pédagogique: analyse longitudinale de l’appropriation de l’outil Lirécrire pour apprendre par des enseignants du secondaire », in Revue française de pédagogie, n°197, pp. 79–98.

Xavier Dumay. Professor of education at UC Louvain.

Current themes of research:

His research interest lies in the globalization of education, the regulation of educational systems, labor markets for teachers, and changing forms of education. He has published extensively on issues related to educational policy, educational organizations, and comparative education. His work has appeared a.o. in the American Journal of Education, British Educational research Journal, British Journal of Educational Studies, Comparative Education, Comparative Education Review.

Most relevant publications in the field of Psychology of Education:

Dupriez, V., Dumay, X., & Vause, A. (2008). How do school systems manage pupils’ heterogeneity? Comparative Education Review, 52 (2), 245–273.

Dumay, X. (2009) Origins and consequences of schools’ organizational culture for student achievement. Educational Administration Quarterly, 45 (4), 523–555.

Dumay, X., & Dupriez, V. (2008). Does the school composition effect matter? Evidence from Belgian data. British Journal of Educational Studies, 56 (4), 440–477.

Dupriez, V, & Dumay, X. (2006). Inequalities in school systems: effect of school structure or of society structure? Comparative Education, 42 (02), 243–260.

Benoit Galand. Professor of education at UC Louvain.

Current themes of research:

His current themes of research and research interest are motivation and engagement in learning, violence and bullying at school, and teaching practices.

Most relevant publications in the field of Psychology of Education:

Galand, B., Frenay, M. & Raucent, B. (2012). Effectiveness of problem-based learning in engineering education: a comparative study on three levels of knowledge structure. International Journal of Engineering Education, 28 (4), 939–947.

Galand, B. & Hospel, V. (2013). Peer victimization and school disaffection: exploring the moderation effect of social support and the mediation effect of depression. British Journal of Educational Psychology, 83, 569–590. doi:10.1111/j.2044-8279.2012.02077.x

Hospel, V. & Galand, B. (2016). Are both classroom autonomy support and structure equally important for students' engagement? A multilevel analysis. Learning and Instruction, 41(1), 1–10. doi:10.1016/j.learninstruc.2015.09.001

De Clercq, M., Galand, B., & Frenay, M. (2017). Transition from high school to university: a person-centered approach to academic achievement. European Journal of Psychology of Education. 32(1), 39–59. doi:10.1007/s10212-016-0298-5

Van der Linden, N., Devos, C., Boudrenghien, G., Frenay, M., Azzi, A., Klein, O., & Galand, B. (2018). Gaining insight into doctoral persistence: development and validation of Doctorate-related need support and need satisfaction short scales. Learning and Individual Differences, 65, 100–111. doi:10.1016/j.lindif.2018.03.008

Vincent Dupriez. Professor of education at the Université catholique de Louvain.

Current themes of research:

His academic work concerns the field of educational policy and school administration. His recent work has focused on the new modes of school governance and their impact on teachers.

Most relevant publications in the field of Psychology of Education:

Cattonar B., Dupriez V. (in press). Recomposition des professionnalités et de la division du travail enseignant en contexte d’accountability réflexive. Le cas des professionnels de l’éducation en Belgique francophone. Education et Sociétés.

Gonzalez, A. & Dupriez, V. (2017). Acceso a las universidades selectivas en Chile: ¿pueden las estrategias institucionales de los establecimientos secundarios atenuar el peso del capital cultural?. Revista Complutense de Educacion, 28(3), 947–964.

Dupriez, V., Delvaux, B. and Lothaire, S. (2016), Teacher shortage and attrition: why do they leave? British Educational Research Journal, 42 (1), 21–39.

Enthoven, S., Letor, C. & Dupriez, V. (2015). Réformes pédagogiques et autonomie professionnelle: un couple en tension. Revue française de pédagogie, 192, 95–108.

Dupriez, V., Monseur, C., Van Campenhoudt, M. & Lafontaine, D. (2012). Social inequalities of post-secondary educational aspirations: influence of social background, school composition and institutional context. European Educational Research Journal, 11(4), 504–519.

Jean-Louis Dufays. Doctor in Philosophy and Literature. After 14 years of combining secondary education and university research, he has been a professor at UCLouvain since 1996, where he teaches literature theory and the didactics of French.

Current themes of research:

His research focuses on reading, stereotyping, the genres of poetry, life storytelling, comedy and song, as well as the analysis of teaching practices and their effects.

Most relevant publications in the field of Psychology of Education:

Dufays, J.-L. (2010). Stéréotype et lecture. Essai sur la réception littéraire (2e édition). Berne: Peter Lang.

Dufays, J.-L., Gemenne, L., Ledur, D. (2005). Pour une lecture littéraire: Histoire, théories, pistes pour la classe. Louvain-la-Neuve: De Boeck Supérieur. doi:10.3917/dbu.dufay.2005.01.

Dufays, J.-L. (2007). Enseigner et apprendre la littérature aujourd’hui, pour quoi faire ? Sens utilité, évaluation. Louvain-la-Neuve: Presses universitaires de Louvain.

Dufays, J.-L., Lisse, M., & Meuree, C. (2009). Théorie de la littérature. Une introduction. Louvain-la-Neuve: Academia-Bruylant.

Dufays, J.-L., & Plane, S. (2009). L’écriture de fiction en classe de français. Namur: Presses Universitaires de Namur.

Dufays, J.-L, Simard, C., Dolz, J., & Garcia-Debanc, C. (2010). Didactique du français langue première (2e édition). Bruxelles, De Boeck.

Dufays, J.-L, & Servais, P. (2013). Publier en sciences humaines. Quels enjeux, quelles modalités, quels supports, quelle diffusion? Louvain-la-Neuve, Academia.

Dufays, J.-L, & Daunay, B. (2014). Didactique du français: du côté des élèves. Comprendre les discours et les pratiques des apprenants. Bruxelles: De Boeck.

Dufays, J.-L, Brunel, M., Emery-Bruneau, J., Dezutter, O., & Falardeau, E. (2017). L’enseignement et l’apprentissage de la lecture aux différents niveaux de la scolarité. Namur, Presses universitaires de Namur.

Dufays, J.-L, Denizot, N., & Louichon, B. (2019). Approches didactiques de la littérature. Namur, Presses universitaires de Namur.

Liesje Coertjens. Professor on Assessment for Learning at the University of Louvain.

Current themes of research:

Her research interests include student learning and (peer-assessment of) performance assessment. More specifically, she investigates the efficiency and reliability of rubrics rating and comparative judgment.

Most relevant publications in the field of Psychology of Education:

Kyndt, Eva, Donche, Vincent, Coertjens, Liesje, van Daal, Tine, Gijbels, David, & Van Petegem, Peter (2018). Does self-efficacy contribute to the development of students’ motivation across the transition from secondary to higher education?. European Journal of Psychology of Education, 34(2), 457–478. doi:10.1007/s10212-018-0389-6

Willems, Jonas, Coertjens, Liesje, Tambuyzer, Bart, & Donche, Vincent (2018). Identifying science students at risk in the first year of higher education: the incremental value of non-cognitive variables in predicting early academic achievement. European Journal of Psychology of Education. doi:10.1007/s10212-018-0399-4

Noyens, Dorien, Donche, Vincent, Coertjens, Liesje, van Daal, Tine, & Van Petegem, Peter (2018). The directional links between students’ academic motivation and social integration during the first year of higher education. European Journal of Psychology of Education. doi:10.1007/s10212-017-0365-6

Coertjens, Liesje (2018). The relation between cognitive and metacognitive processing: building bridges between the SRL, MDL, and SAL domains. British Journal of Educational Psychology, 88, 138–151. doi:10.1111/bjep.12214

Grosemans, Ilke, Coertjens, Liesje, & Kyndt, Eva (2018). Work-related learning in the transition from higher education to work: The role of the development of self-efficacy and achievement goals. British Journal of Educational Psychology. doi:10.1111/bjep.12258

Coertjens, Liesje, Brahm, Taiga, Trautwein, Caroline, & Lindblom-YlÃnne, Sari (2017). Students’ transition into higher education from an international perspective. Higher Education: the International Journal of Higher Education and Educational Planning, 73(3), 357–369. doi:10.1007/s10734-016-0092-y

van Daal, Tine, Lesterhuis, Marije, Coertjens, Liesje, van de Kamp, Marie-Thérèse, Donche, Vincent, & De Maeyer, Sven (2017). The complexity of assessing student work using comparative judgment: the moderating role of decision accuracy. Frontiers in Education, 2, doi:10.3389/feduc.2017.00044

Coertjens, Liesje, Vanthournout, Gert, Lindblom-Ylänne, Sari, & Postareff, Liisa (2016). Understanding individual differences in approaches to learning across courses: a mixed method approach. Learning and Individual Differences: Journal of Psychology and Education, 51, 69–80. doi:10.1016/j.lindif.2016.07.003

Séverine De Croix. Doctor in Philosophy and Literature.

Current themes of research:

Her research interests and current themes of research are didactics of reading and writing from kindergarten to upper secondary school, in particular addressing learning difficulties and preventing educational inequalities. She has also interest in teacher training and professional development.

Most relevant publications in the field of Psychology of Education:

De Croix, S., Penneman, J, Wyns, M. (2018), Lirécrire pour apprendre. Comprendre les textes informatifs, Louvain-la-Neuve, Presses universitaires de Louvain.

De Croix, S., Penneman, J, Wyns, M. (2017), « Concevoir un outil didactique pour enseigner la lecture des textes informatifs au début du secondaire: élaborer une planification didactique », in Brunel, M., Dezutter, O., Dufays, J.-L., Emery-Bruneau, J., Falardeau, É. (dir.), La progression dans l’enseignement de la lecture, Namur, Presses universitaires de Namur, 217–245.

De Croix S., Penneman, J, Wyns, M. (2017), « Entre outil didactique structuré et observation de l’activité des élèves: comment les enseignants du collège planifient-ils les apprentissages relatifs à la lecture des textes informatifs? », in Brunel, M., Dezutter, O., Dufays, J.-L., Emery-Bruneau, J., Falardeau, É. (dir.), La progression dans l’enseignement de la lecture, Namur, Presses universitaires de Namur, 247–271.

De Croix, S., Ledur, D. (2017), « Quelle place accorder aux écritures de la réception dans le contexte de la formation initiale? Du comportement de futurs enseignants face à des médiations de la lecture à l’élaboration de dispositifs de formation », in Le Goff, FR., Fourtanier, M.-J. (dir.), Les formes plurielles des écritures de la réception, Namur, Presses universitaires de Namur, 111–126.

De Croix, S., Ledur, D. (2016), Nouvelles lectures en JEux. Comprendre les difficultés de lecture et accompagner les lecteurs adolescents, Bruxelles, CECAFOC - Fonds social européen.

Penneman, J., De Croix, S., Dellisse, S., Dufays, J.-L., Dumay, X., Durpiez, V., Galand, B., Wyns, M. (2016). « Outils didactiques et changement pédagogique: analyse longitudinale de l’appropriation de l’outil Lirécrire pour apprendre par des enseignants du secondaire », in Revue française de pédagogie, n°197, pp. 79–98.

De Croix, S., Penneman, J. (2016), « Lire un dossier de documents à visée informative et y circuler: un objet enseignable au début du secondaire? », in Recherches en Éducation, n°25, 93–105.

Jessica Penneman. Doctor in Philosophy and Literature.

Current themes of research:

Her research interests and current themes of research are implementation of new teaching practices, teaching improvement, and teacher professional development.

Most relevant publications in the field of Psychology of Education:

Penneman, J., (à paraitre). Entre formation et accompagnement des enseignants: comment la circulation des savoirs didactiques s’effectue-t-elle et avec quels effets sur les compétences des élèves, les pratiques professionnelles des enseignants et les pratiques de formation des chercheurs?Revue des HEP.

Penneman, J., De Croix, S., Dellisse, S., Dufays, J.-L., Dumay, X., Dupriez, V., Galand, B. & Wyns, M. (2018). Outils didactiques et changement pédagogique: analyse longitudinale de l’appropriation de l’outil Lirécrire par des enseignants du secondaire. Revue française de pédagogie, n° 197, 79–98.

De Croix, S. & Penneman, J. (2016). Lire un dossier de documents à visée informative et y circuler: un « objet enseignable » au début du secondaire? Recherches en Éducation, n° 25, 93–105.

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Dellisse, S., Dumay, X., Galand, B. et al. Does the treatment integrity of a literacy instruction program foster student reading comprehension? A field experiment. Eur J Psychol Educ 36, 573–597 (2021). https://doi.org/10.1007/s10212-020-00499-w

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