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Contains fulltext : 230848.pdf (Publisher’s version ) (Closed access) We investigated the adequacy of the conduct and possible benefits of the use of dynamic maths interviews by 19 fourth grade teachers with students showing low maths achievement to facilitate the identification of maths needs. This study shows the potential of an analytical framework to evaluate the adequacy and benefits of dynamic maths interviews in a more valid way by viewing relevant aspects in conjunction. The intervention consisted of a dynamic maths interview teacher professional development programme and a practice period. During this practice period the teachers conducted an interview with each individual student involved in this study. Qualitative analyses of the transcripts of the video-recorded interviews showed the conduct of the individual dynamic maths interviews to be adequate and to facilitate the identification and understanding of the educational needs of students with low maths achievement. Using dynamic maths interviews, teachers provided feedback and support that were clearly attuned to the specific maths needs of students. 15 p.

Item does not contain fulltext Gezinnen verschillen van elkaar in de mate waarin ouders voorlezen, maar ook in de motivaties die ouders hebben om voor te lezen aan hun kinderen. Veel onderzoek heeft laten zien dat sociale verschillen hierbij belangrijk zijn. Naast deze 'traditionele' gezinskenmerken zijn er ook nog andere gezinsfactoren die bepalend zijn voor de leesbevordering thuis. Ouderbetrokkenheid en opvoedingsactiviteiten blijken ook te verschillen naar gezinssamenstelling. Ouders in eenouder-, tweeouder-en samengestelde gezinnen verschillen van elkaar in de hoeveelheid tijd (frequentie) die zij besteden aan ouderbetrokkenheid thuis. Daarnaast kunnen ook aspiraties en motivaties van ouders verschillen door (veranderingen in) de gezinssamenstelling. Gezinnen in Nederland zijn sterk aan verandering onderhevig. Het is daarom van belang stil te staan bij de vraag of voorlezen als ritueel ook een andere betekenis krijgt of rol gaat spelen wanneer de gezinssamenstelling verandert, en of motivaties van ouders dan veranderen.

https://doi.org/10.1080/09500693.2019.1594442

Item does not contain fulltext This chapter discusses the Communicative Competence Profile (CCP); a socio-neurocognitive assessment method which provides a reasoning and explanatory model to guide clinical decision making for goal setting in intervention on communicative competence for children with severe developmental disorders (SDD). The central underlying notion of the CCP is that information on the development and organization of communication and communicative competence in the brain provides insight in the overall development, learning capacity and more specifically language and literacy acquisition. The CCP helps to disentangle a combination of mutually reinforcing disorders. Research evidence is gathered from socio-neurocognitive studies, affording reasoning and explanatory schemes to substantiate goal setting for intervention. A clinical case study illustrates the application of the CCP.

Item does not contain fulltext This chapter reviews research on how individual differences in linguistic and cognitive abilities influence syntactic processing in the second language (L2). We briefly discuss individual variability in L2 syntactic processing through the lens of behavioral measurements, followed by a more extensive review of electrophysiological (i.e., Event-Related Potentials, ERP) studies on L2 syntactic processing. Relative to the behavioral literature, fewer ERP studies have examined individual variability in L2 syntactic processing and the large majority of these studies focused on only two factors: Age of Acquisition and L2 proficiency. We also discuss studies that used correlational and regression analyses and oscillatory neural dynamics and complex network analysis. We conclude the chapter with a discussion of studies that examined inter-individual variation in ERP response profiles associated with L2 and L1 syntactic processing in L2 learners, and the application of the Response-Dominance Index to quantify individual variability in ERP response profiles.

Learning new vocabulary from context typically requires multiple encounters during which word meaning can be retrieved from memory or inferred from context. We compared the effect of memory retrieval and context inferences on short‐ and long‐term retention in three experiments. Participants studied novel words and then practiced the words either in an uninformative context that required the retrieval of word meaning from memory (“I need the funguo”) or in an informative context from which word meaning could be inferred (“I want to unlock the door: I need the funguo”). The informative context facilitated word comprehension during practice. However, later recall of word form and meaning and word recognition in a new context were better after successful retrieval practice and retrieval practice with feedback than after context‐inference practice. These findings suggest benefits of retrieval during contextualized vocabulary learning whereby the uninformative context enhanced word retention by triggering memory retrieval.

Item does not contain fulltext Kinderen met dyslexie krijgen op school vaak audiosoftware of voorleeshulp voor het verwerken van multimediale teksten. De Cognitieve Theorie van Multimedialeren (CTML) stelt dat kinderen meer leren van gesproken teksten met plaatjes dan van geschreven teksten met plaatjes, omdat het werkgeheugen zo optimaal benut wordt. Op langere termijn blijkt dit effect echter om te keren. Ook wordt het gelijktijdig presenteren van dezelfde informatie (visueel en auditief) binnen de CTML gezien als belemmerend voor de leerprestaties, terwijl kinderen met dyslexie nu juist vaak een tekst zowel visueel (op papier) als tegelijkertijd auditief (voorgelezen) krijgen. In promotieonderzoek aan de Radboud Universiteit wordt het multimedialeren van kinderen met dyslexie onderzocht. In dit artikel wordt dieper ingegaan op de theoretische onderbouwing van multimedialeren bij kinderen met dyslexie en worden de eerste resultaten binnen dit promotieonderzoek kort toegelicht. Het blijkt dat met name het verwerken van geschreven tekst kinderen met dyslexie veel extra tijd kost, maar dat de leereffecten gelijk zijn met of zonder extra audio en in vergelijking met een controlegroep van normaal lezende kinderen.

Item does not contain fulltext In het basisonderwijs is er een aanzienlijk aantal leerlingen dat thuis geen of weinig Nederlands spreekt. Zij leren lezen in hun tweede taal. Bekend is dat veel tweede-taallezers, ondanks een goede technische leesvaardigheid, problemen ondervinden bij begrijpend lezen. Al in de onderbouw van de basisschool, waar leren lezen centraal staat en teksten nog relatief eenvoudig zijn, hebben tweede-taallezers een behoorlijke achterstand in begrijpend lezen op hun eentalige klasgenoten. Aangezien begrijpend lezen een essentiële vaardigheid is, zowel op school als daarbuiten, is het van groot belang onderzoek te doen naar de problemen die tweede-taallezers ervaren. In dit artikel wordt een overzicht gegeven van wetenschappelijk onderzoek naar begrijpend lezen bij eerste- en tweede-taallezers. Het doel hierbij is om te laten zien wat er reeds bekend is over de problemen die tweede-taallezers ervaren met begrijpend lezen en hoe toekomstig onderzoek het inzicht hierin kan vergroten.

Item does not contain fulltext The present chapter gives an overview of the literature on hypertext comprehension, children's hypertext comprehension and individual variation therein, ending with a perspective for future research. Hypertext comprehension requires the reader to make bridging inferences between the different parts of the text, which requires more background knowledge than when reading a linear text. Especially readers low in prior knowledge thus experience problems in the comprehension of hypertext, but these are also the ones who benefit from a hierarchical structure or a graphical overview. This is also the case for children. Future research should address the comprehension of networked hypertexts, also in groups of children with comprehension problems. For these groups, intervention research is needed to arrive at methods to improve hypertext comprehension.

Item does not contain fulltext The effectiveness of the Dutch reading and spelling didactic 'How to teach children reading and spelling' (HTCRS), developed by Schraven (1994/2013) was empirically tested in children attending special education. HTCRS is based on the principles of direct and classroom instruction, and the task analysis of reading and spelling. Reading and spelling performance of first-grade pupils from three different schools was longitudinally tested from the beginning until the end of the first school year. There were no differences in literacy skills at the beginning, but at the end of the year substantially better performance emerged for those pupils who received instruction according to the HTCRS approach. Theoretically-based principles underlying HTRCS are presented as well as the main aspects of the didactics.

Contains fulltext : 180801.pdf (Publisher’s version ) (Open Access) The two most common congenital motor disorders Cerebral Palsy (CP) and Developmental Coordination Disorder (DCD) collectively represent about 6-10% of the child population. These disorders have profound developmental consequences for the child and place him/her at a significant disadvantage or risk, particularly in view of recent societal changes to the educational system and the health care system. Moreover, these children face challenges in daily life beyond their compromised motor ability and that are related to cognitive skills and scholastic performance. In light of current societal changes, there is a pressing need to optimize therapeutic approaches such that motor function and cognitive skills of this vulnerable group of children is promoted. The major challenge is to study and develop alternative cost-effective and evidence-based treatment methods for these children.

This study aimed to test whether adults with dyslexia are impaired at non-adjacent dependency learning, and whether potential learning difficulties are domain-specific or not. Participants were familiarised with one of two artificial languages containing dependencies between the first and third element of a string of nonsense words, e.g. “tep wadim lut”. Dyslexic and non-dyslexic adults were equally good at learning the dependencies, although a trend towards a group difference was found when test sentences contained novel middle words, requiring generalisation of the pattern. The groups did not differ on learning dependencies between unfamiliar shapes in a visual experiment. These results provide tentative support for a domain-specific learning deficit for adults with dyslexia, suggesting that they may be poorer at generalizing from language input.

Excellente leerlingen hebben uitdagend onderwijs nodig. Deze uitdaging kan geboden worden in de vorm van een verrijkingsprogramma. Het was al bekend dat verrijkingsprogramma’s de schoolprestaties van excellente leerlingen verbeteren. Uit onderzoek blijkt nu ook dat dergelijke programma’s een verlies van motivatie voor schoolwerk kunnen voorkomen.

Contains fulltext : 166700.pdf (Publisher’s version ) (Open Access) This study addressed the moderating role of classroom descriptive norms for overt and relational aggression, social withdrawal, prosocial behavior, and academic reputation in the association of behavior with social preference and popularity in early adolescence. Participants were 1,492 fifth-grade students (X-age= 10.6 years, 52.7% boys) from 59 classrooms who completed unlimited peer nominations for status and behavior. Classroom descriptive norms were computed as the average proportion of classroom nominations received for the different social behaviors. Multilevel analyses revealed that the negative association between overt aggression and social preference was attenuated in classrooms with high norms for overt aggression. The negative association between academic reputation and social preference was enhanced in classrooms with high norms for academic reputation. Classroom norms did not moderate the associations between behavior and popularity. The type of behavior and the type of status should be considered when examining classroom descriptive norms and behavior-status associations. 27 p.

Item does not contain fulltext Background. Rhyme awareness is one of the earliest forms of phonological awareness to develop and is assessed in many developmental studies by means of a simple rhyme task. The influence of more demanding experimental paradigms on rhyme judgment performance is often neglected. Addressing this issue may also shed light on whether rhyme processing is more global or analytical in nature. Aims. The aim of the present study was to examine whether lexical status and global similarity relations influenced rhyme judgments in kindergarten children and if so, if there is an interaction between these two factors. Sample. Participants were 41 monolingual Dutch-speaking preliterate kindergartners (average age 6.0 years) who had not yet received any formal reading education. Method. To examine the effects of lexical status and phonological similarity processing, the kindergartners were asked to make rhyme judgements on (pseudo) word targets that rhymed, phonologically overlapped or were unrelated to (pseudo) word primes. Results. Both a lexicality effect (pseudo-words were more difficult than words) and a global similarity effect (globally similar non-rhyming items were more difficult to reject than unrelated items) were observed. In addition, whereas in words the global similarity effect was only present in accuracy outcomes, in pseudo-words it was also observed in the response latencies. Furthermore, a large global similarity effect in pseudo-words correlated with a low score on short-term memory skills and grapheme knowledge. Conclusions. Increasing task demands led to a more detailed assessment of rhyme processing skills. Current assessment paradigms should therefore be extended with more demanding conditions. In light of the views on rhyme processing, we propose that a combination of global and analytical strategies is used to make a correct rhyme judgment. 18 p.

Jonge kinderen nemen niet alleen heel veel informatie op uit hun omgeving, maar denken er ook uitgebreid over na. Bij het spelen van strategische spelletjes zoals kwartetten en boter, kaas en eieren, worden kinderen uitgedaagd meerdere denkstappen te maken om te kunnen anticiperen op hun tegenstander. Door samen met kinderen te reflecteren op het denkproces tijdens het spelen van spelletjes, hopen we dat ze de lol inzien van logisch redeneren: de hoeksteen van het wetenschappelijk denken. In Amsterdam (onderzoeksgroep Raijmakers, Ontwikkelingspsychologie UvA) en Nijmegen (onderzoeksgroep Verhoeven, Behavioural Science Institute RUN) is onderzoek gestart naar het logisch denkvermogen van kinderen waarmee we de eerste stappen willen zetten naar het ontwikkelen van zinvolle manieren om het logisch denken van kinderen te bevorderen in het onderwijs.

The modality learning effect, according to Mayer (2001), proposes that learning is enhanced when information is presented in both the visual and auditory domain (e.g., pictures and spoken information), compared to presenting information solely in the visual channel (e.g., pictures and written text). Most of the evidence for this effect comes from adults in a laboratory setting. Therefore, we tested the modality effect with 80 children in the highest grade of elementary school, in a naturalistic setting. In a between-subjects design children either saw representational pictures with speech or representational pictures with text. Retention and transfer knowledge was tested at three moments: immediately after the intervention, one day after, and after one week. The present study did not find any evidence for a modality effect in children when the lesson is learner-paced. Instead, we found a reversed modality effect directly after the intervention for retention. A reversed modality effect was also found for the transfer questions one day later. This effect was robust, even when controlling for individual differences.

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Reading comprehension is a multifaceted skillset important to acquire in order to participate in modern society; to learn at school, for work related communication, for social digitized interactions, and to keep up to date with news. Important developmental change in this skillset occurs between the ages of 9 and 12, when elementary school children go from learning to read to reading to learn. In this phase educators start expecting the children to use their reading comprehension skillset to gather knowledge about many different topics. This knowledge helps children in understanding their current surroundings as well as prepares them for future possibilities of employment. However, children are of course not alone on their journey to become proficient readers. A great deal of research and educational resources are mobilized to help them on their way. With this doctoral dissertation I aim to enlarge the scientific knowledge of reading comprehension and aid educational practitioners who ground their pedagogical work in scientific literature. This gathering of four empirical papers presents research from a cognitive scientific perspective on three elements that are important to understand reading comprehension in children: the reader, the text, and the task.

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