Dr. A.H. (Haytske) Zijlstra MSc
- Nieuwe Achtergracht 127
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Postbus 15776
1001 NG Amsterdam
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Profile
I am employed as a lecturer and researcher specializing in educational sciences at the University of Amsterdam. My role has involved instructing, mentoring, and guiding students from the Amsterdam Universitaire Pabo (UPvA) across all four years of the programme. The UPvA is the university's academic primary teaching training center at the University of Amsterdam and the Applied Sciences of Amsterdam. The primary objective of our center is to equip aspiring primary school teachers with fundamental teaching skills, fostering an investigative mindset, and grounding them in theoretical principles and practical skills. Additionally, I lead courses like organizational learning within educational institutions as part of the Bachelor's program in Educational Sciences.
Furthermore, I contribute to the curriculum of the Educatieve Master Primair Onderwijs (EMPO: Master in Educational Sciences for Primary Education) at the VU. I am also entrusted with the role of research supervisor at the Educational Research Working space known as Werkplaats Onderwijsonderzoek Amsterdam (WOA-PO). In this capacity, I collaborate with teachers in school settings to conduct research with a practical orientation. Our focus areas encompass critical themes such as equity in education, diversity, translanguaging, reading comprehension, and parental involvement. An example of such work can be found at https://www.nro.nl/onderzoeksprojecten/lezen-met-begrip-en-betrokkenheid.
My research pursuits encompass a range of topics, including learner-centered interventions, reading pedagogy, addressing reading difficulties, multilingualism, and teacher training. Some of my prior research initiatives have revolved around preventing reading difficulties through the implementation of the Bouw! (Build!) intervention program.
I am employed as a lecturer and researcher specializing in educational sciences at the University of Amsterdam. My role has involved instructing, mentoring, and guiding students from the Amsterdam Universitaire Pabo (UPvA) across all four years of the programme. The UPvA is the university's academic primary teaching training center at the University of Amsterdam and the Applied Sciences of Amsterdam. The primary objective of our center is to equip aspiring primary school teachers with fundamental teaching skills, fostering an investigative mindset, and grounding them in theoretical principles and practical skills. Additionally, I lead courses like organizational learning within educational institutions as part of the Bachelor's program in Educational Sciences.
Research expertise
- Learning interventions
- Primary school and development
- Practice-based research
- Reading (comprehension)
- Translanguaging
Media appearances
- Early screening of pre-reading difficulties: https://dyslexiecentraal.nl/leren/leren-van-goede-voorbeelden/po-l-screening-groep-2-een-goed-idee
- Working with the Build! Intervention (Bouw!): https://www.youtube.com/watch?v=Vl9xKz5cxsU
- https://didactiefonline.nl/artikel/bouw-helpt-ernstige-leesproblemen-voorkomen
- Opportunity in language (Kans in Taal): https://woa.kohnstamminstituut.nl/onze-projecten/gelijke-onderwijskansen/producten/
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Research
Research methods
- Quantitative methods
- Randomised controlled trials (RCT)
- Design-based research
- Research with a practical orientation
Current research projects
How to make a success of a large-scale implementation of an evidence-based program for the prevention of reading difficulties (NRO)
This research focuses on the prevention of reading difficulties and dyslexia by implementing the Bouw! (Build!) intervention program. Following successful Randomized Controlled Trials (RCTs), the current project is being carried out in real-world educational settings, involving two substantial partnerships.
Engaging in reading comprehension with active participation (NRO)
This project is a component of the Educational Research Working Space, known as Werkplaats Onderwijsonderzoek Amsterdam (WOA-PO). Drawing from prior expertise and discoveries related to promoting diversity and equal educational opportunities, we aim to develop, experiment with, and assess various reading methodologies that enhance teachers' capabilities and improve children's reading and comprehension skills. The subtopics include a) selecting and discussing suitable reading materials; b) leveraging multilingualism; c) involving parents.
Amsterdam-Based Teacher Education Program
This study serves as an evaluation of the digital reflective tool known as ALKL (Amsterdamse Leerkrachtlijn). This tool is tailored for students in the (University) Pabo, enabling them to reflect on and showcase their professional development and competence.
Research grants
- NRO grant: Lezen met begrip en betrokkenheid Leading. Head Research Investigator: Lisa Gaikhorst. https://www.nro.nl/onderzoeksprojecten/lezen-met-begrip-en-betrokkenheid
- NRO grant: How to make a success of a large scale implementation of an evidence-based program for the prevention of reading difficulties. Head Research Investigator: Peter de Jong. https://www.nro.nl/onderzoeksprojecten/how-to-make-a-success-of-a-large-scale-implementation-of-an-evidence-based-program-for-the-prevention-of-reading-difficulties
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Teaching
BA
Bachelor Universitaire Pabo
- BA-1: Universitaire lerarenpraktijk A en B
- BA-2: Universitaire lerarenpraktijk C en D
- BA-3: Universitaire lerarenpraktijk E
- BA-4: Bachelor thesis
- BA-1: Onderwijskunde 1
- Matching: Meertaligheid
Bachelor Onderwijswetenschappen
- BA-2: Organisatie, leren en onderwijs (Onderwijskunde 3)
MA
- Master EMPO (Educatieve Master Primair Onderwijs)
- MA-1: Pedagogische en didactische principes 1
- MA-1: Lecture: Technisch lezen
- MA-1: Basistheorie: Hoe leerlingen leren (Lecture taalontwikkeling)
- MA-2: Master theses
- MA-1 & 2: Master classes
PhD Supervision
- Fae van der Weijden – How to make a success of a large scale implementation of an evidence-based program for the prevention of reading difficulties; Promotor: Peter de Jong
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Publicaties
- refereed (5)
- vakpublicatie (6)
- populair wetenschappelijk (1)
- congresbijdragen (6)
- erkenning (1)
- proefschrift (1)
2023
Gaikhorst, L., Karssen, M., Zijlstra, H., Martens, E., & Duarte, J. (2023). De effecten van een meertalige interventie op zowel de sociaal-affectieve als cognitieve ontwikkeling van basisschoolleerlingen. Pedagogische Studiën, 100(3), 309-344. https://doi.org/10.59302/ps.v100i3.17634 [details]
2021
- Zijlstra, H., van Bergen, E., Regtvoort, A., de Jong, P. F., & van der Leij, A. (2021). Prevention of Reading Difficulties in Children With and Without Familial Risk: Short- and Long-Term Effects of an Early Intervention. Journal of Educational Psychology, 113(2), 248–267. Advance online publication. https://doi.org/10.1037/edu0000489 [details]
2014
- Zijlstra, A. H., Koomen, H. M. Y., Regtvoort, A. G. F. M., & van der Leij, D. A. V. (2014). Effects of quantitative and qualitative treatment fidelity of an individualized computer-supported early reading intervention delivered by non-professional tutors. Learning and Individual Differences, 33, 55-62. https://doi.org/10.1016/j.lindif.2014.04.004 [details]
2013
- Regtvoort, A., Zijlstra, H., & van der Leij, A. (2013). The effectiveness of a 2-year supplementary tutor-assisted computerized intervention on the reading development of beginning readers at risk for reading difficulties: a randomized controlled trial. Dyslexia, 19(4), 256-280. https://doi.org/10.1002/dys.1465 [details]
- Zijlstra, H., Wubbels, T., Brekelmans, M., & Koomen, H. M. Y. (2013). Child perceptions of teacher interpersonal behavior and associations with mathematics achievement in Dutch early grade classrooms. The Elementary School Journal, 113(4), 517-540. https://doi.org/10.1086/669618 [details]
2023
- Zijlstra, A. H. (2023). Effectief leesonderwijs in groep 3: De rol van effectief leerkrachthandelen en schoolleiding. Basisschoolmanagement, 37(5), 14-18.
2022
- Blikslager, D., Prent, M., van Roekel, M., de Boer, E., Zijlstra, H., & Gaikhorst, L. (2022). Kans in Taal: de KiT: De Nederlandse woordenschat vergroten via de thuistaal. Voor basisschoolleerkrachten. Werkplaats Onderwijsonderzoek Amsterdam. https://www.platformsamenonderzoeken.nl/kennisbank/kans-in-taal-de-kit-de-nederlandse-woordenschat-vergroten-via-de-thuistaal/ [details]
- Gaikhorst, L., van Roekel, M., Gassler, Y., Veerman, E., Zijlstra, H., & van der Mast, O. (2022). Thuis en school: samen bloeien. Didactief, 52(8), 31. https://didactiefonline.nl/artikel/thuis-en-school-samen-bloeien [details]
2020
- van den Boer, M., Cornelissen, F., de Jong, P., van der Leij, A., Schreurs, B., van der Weijden, F., Zijlstra, H., Geurts, E., de Gier, D., van der Hoeven, R., Laan, D., Meijs, M., Merema, D., Ramakers, S., & Roetenberg, A. (2020). Bouw! Plein. Web publication or website, Lexima. https://app.lexipoort.nl/#/cms/home [details]
2017
- van der Leij, A., & Zijlstra, H. (2017). Voorkom laaggeletterdheid en reduceer dyslexie: computerprogramma Bouw! leidt tot verbetering. Basisschoolmanagement, 31(8), 12-15. [details]
2016
- de Bree, E., & Zijlstra, H. (2016). Hoe pak je lees- en spellingproblemen aan bij kinderen met TOS? Tijdschrift voor Remedial Teaching, 24(4), 12-15. [details]
2021
- Zijlstra, A. H. (Author), & van der Weijden, F. A. (Author). (2021). Screening in groep 2: een goed idee: Leesachterstanden voorkomen door vroege screening en interventie. Digital or Visual Products, Dyslexie Centraal. https://dyslexiecentraal.nl/leren/leren-van-goede-voorbeelden/po-l-screening-groep-2-een-goed-idee
2024
- van der Weijden, F. A., van den Boer, M., Zijlstra, A. H., & de Jong, P. F. (2024). School-based implementation of an early literacy intervention: The role of dosage and familial risk.
2023
- Gaikhorst, L., Boogaard, M., Veerman, E. H., Ben Salah, R., Zijlstra, A. H., & Blikslager, D. (2023). Gelijke Onderwijskansen: drie aanpakken uit de Werkplaats Onderwijsonderzoek Amsterdam (WOA). Paper presented at Onderwijs Research Dagen (ORD).
2022
- van der Weijden, F. A., van den Boer, M., Zijlstra, A. H., & de Jong, P. F. (2022). Een grootschalige implementatie van een preventieve digitale leesinterventie onder de loep: Het belang van oefentijd en voortgang. Paper presented at Onderwijs Research Dagen, Hasselt, Belgium.
- van der Weijden, F. A., van den Boer, M., Zijlstra, A. H., & de Jong, P. F. (2022). Effect van dyslexie in de familie op de leesontwikkeling van een kind.
2021
- van der Weijden, F. A., van den Boer, M., Zijlstra, A. H., Zijlstra, B. J. H., & de Jong, P. F. (2021). Effects of treatment Integrity in a Large-Scale Intervention for the Prevention of Reading Problems. Paper presented at Twenty-Eighth Annual Meeting of the Society for Scientific Studies of Reading 2021.
2019
- van der Weijden, F. A., van den Boer, M., Zijlstra, A. H., & de Jong, P. F. (2019). Wat maakt de grootschalige implementatie van een evidence-based programma voor de preventie van leesproblemen tot een succes?. Poster session presented at Inspiratiebijeenkomst Langlopend Praktijkgericht onderwijsonderzoek Nationaal Regieorgaan Onderwijs Onderzoek.
Andere
- van der Weijden, F. (participant) & Zijlstra, H. (participant) (18-10-2021). Nationale Dyslexie Conferentie 2021. Lezingen door wetenschappers en professionals over leesbevordering, geletterdheid en ondersteuning bij dyslexie. (participating in a conference, workshop, ...).
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Nevenwerkzaamheden
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Lexima
Advisering verbetering van de interventie programma Bouw! -
Expertis Onderwijsadviseurs
Als professional leader betrokken zijn bij het themateam taal en lezen.
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Lexima
Gaikhorst, L., Karssen, M., Zijlstra, H., Martens, E., & Duarte, J. (2023). De effecten van een meertalige interventie op zowel de sociaal-affectieve als cognitieve ontwikkeling van basisschoolleerlingen. Pedagogische Studiën, 100(3), 309-344.