Search

Item does not contain fulltext, Given the gap in knowledge on decoding development in post-colonial contexts, this longitudinal study examined Papiamento (Creole L1) and Dutch (postcolonial L2) decoding development from kindergarten to second grade of children in the Dutch Caribbean while considering order of initial decoding instruction (L1 or L2), kindergarten precursors (speech decoding, vocabulary, rapid naming, short-term memory, phonological awareness), and transfer effects. Results revealed that incase of L1 decoding instruction, the development of letter knowledge and decoding was higher in Papiamento and incase of L2 decoding instruction it was higher in Dutch. When instruction started in L1, Papiamento decoding development was statistically significantly predicted by phonological awareness and letter knowledge, and Dutch decoding development by letter knowledge only. When instruction started in L2, Dutch decoding development was statistically significantly predicted by phonological awareness, letter knowledge, short-term memory, and speech decoding, and Papiamento decoding development by letter knowledge and vocabulary. Transfer effects were found from the language of decoding instruction to the other language with L1 precursors significantly predicting L2, but not the other way around. To conclude, the results reveal the pivotal role and benefit of including the L1 in early bilingual decoding development in a postcolonial context.

Radboud University, 27 januari 2023, Promotores : Verhoeven, L.T.W., Segers, P.C.J. Co-promotor : Kleemans, M.A.J., Contains fulltext : 284819.pdf (Publisher’s version ) (Open Access), Learning how to read and spell requires a closely knit knowledge network with an understanding of meaning (semantics), sound (phonology) and letters (orthography). The more intricate this network, the easier it is to learn how to read and spell. Children with dyslexia often struggle to develop the phonological area of this network. The resulting phonological deficits can lead to reading and spelling problems. In his dissertation, Robin van Rijthoven explored whether children could use their strengths in the other two areas to limit the damage in this area. As it happens, they can. Van Rijthoven found that children with a strong semantic network were better readers and spellers and more capable of improving their spelling skills during treatment than children with a weaker network. He also found that children with dyslexia, regardless of their phonological deficits, benefited from an integrated approach to reading and spelling with a relatively strong focus on spelling. Stimulating the orthographic network also appeared to have a compensatory effect.

12 mei 2023, Item does not contain fulltext, Background: Deaf and hard-of-hearing (DHH) children may experience difficulties in word decoding development. Aims: We aimed to compare and predict the incremental word decoding development in first grade in Dutch DHH and hearing children, as a function of kindergarten reading precursors. Methods and procedures: In this study, 25 DHH, and 41 hearing children participated. Kindergarten measures were phonological awareness (PA), letter knowledge (LK), rapid naming (RAN), and verbal short-term memory (VSTM). Word decoding (WD) was assessed at three consecutive time points (WD1, 2, 3) during reading instruction in first grade. Outcomes and results: The hearing children scored higher than the DHH children on PA and VSTM only, although the distribution of WD scores differed between the groups. At WD1, PA and RAN predicted WD efficiency in both groups; but PA was a stronger predictor for hearing children. At WD2, LK, RAN, and the autoregressor were predictors for both groups. While at WD3, only the autoregressor was a significant predictor. Conclusions and implications: WD development in DHH children on average shows similar levels as in hearing children, though within the DHH group more variation was observed. WD development in DHH children is not as much driven by PA; they may use other skills to compensate.

Item does not contain fulltext, In this quasi-experimental study involving 23 fourth grade teachers, we investigated the effect of implementing teacher-child dynamic mathematics interviews to improve mathematics teaching behavior in the classroom. After a baseline period of 13 months, the teachers participated in a professional development program to support the use of dynamic mathematics interviews followed by a period of practice in mathematics interviewing to identify children’s mathematics learning needs. To determine the effects of the teacher professional development program, pretest and posttest videos of mathematics interviews were compared. To analyse the effects of the intervention, mathematics teaching behavior, mathematics teaching self-efficacy and perceived mathematical knowledge for teaching were measured. Results showed not only the effect of the program on the quality of the dynamic mathematics interviews, but also the effects of the intervention on mathematics teaching behavior, mathematics teaching self-efficacy and mathematical knowledge for teaching.

Item does not contain fulltext, When children are learning using adaptive learning technologies (ALTs), the technology builds a learner model, which creates temporal trajectories providing insight into how children's knowledge develops. Based on this learner model, ALTs adjust the difficulty of problems for each child, yet children still need to regulate their practice behaviour and uphold effort and accuracy. The temporal trajectories are consequently likely to, besides showing children's knowledge development, be indicative of children's regulation. Therefore, we explore clusters of these trajectories to further identify failure in children's self-regulated learning (SRL) and potential support needs. We propose a data-driven approach to cluster 354 trajectories of 134 5th graders learning three skills with different complexity. The resulting 9 clusters were interpreted using practice accuracy and effort as indicators of regulation of practice behaviour and prior and post-knowledge and learning gain as indicators of knowledge development. The differences between clusters regarding these indicators signal there are different levels of SRL failure and, consequently, different SRL support needs: high accuracy and knowledge development indicate minimal support needs, whereas clusters with low accuracy, showing no knowledge development, indicate extensive SRL support needs. In conclusion: clusters of temporal patterns in children's learning data can identify SRL support is needed.

Contains fulltext : 283810.pdf (Publisher’s version ) (Open Access), In the current study, the development in reading comprehension performance of students in lower-SES versus higher-SES schools during and after school closures due to Covid-19 lockdowns was examined, and compared to a normed reference group. Furthermore, we explored protective factors against negative effects at the time of school closures, by pinpointing successful practices in a sub sample of resilient lower-SES schools. The total sample consisted of 2202 students followed from grade 2-4. Overall, we found that students in lower-SES schools made less progress over time than students in higher-SES schools. On average, students made less progress during the lockdowns, but here, the interaction with SES was not significant. Students' reading comprehension levels partially recovered after the lockdowns. Questionnaire-data revealed that schools were better prepared during the second lockdown, with teachers making more use of digital means, and providing more online reading instruction. In addition, collaboration with the parents seemed to have improved. The in depth interviews with resilient lower-SES schools revealed that the introduction of online education and investing in educational partnerships with parents may have helped to minimize the negative impact of lockdowns. We conclude that lockdowns have a negative effect on the development of reading education, but that students are resilient. Digital means and partnership with parents may be seen as protective factors to attenuate the negative effects of emergency remote teaching.

Item does not contain fulltext

30 juli 2023, Contains fulltext : 295439.pdf (Publisher’s version ) (Open Access), In the present study, we aimed to clarify variation in prospective poor decoders by studying the development of their word decoding skills during the first 1½ years of formal reading education and their unique pre-reading profiles before the onset of formal reading education. Using structural equation modelling and a factorial mixed model analysis of variance (ANOVA), we found autoregression and growth in the word decoding efficiency of prospective poor decoders (n = 90) and matched prospective adequate decoders (n = 90) in first and second grade. However, the gap between the two groups widened over time. Next, we zoomed in on the group of poor decoders by retrospectively studying their individual variation regarding cognitive and linguistic pre-reading skills. Using latent profile analysis, we found three distinct pre-reading profiles: (1) Poor PA, Letter Knowledge, RAN, and Verbal STM; (2) Poor PA and Letter Knowledge; and (3) Poor RAN. Together, these findings suggest that reading difficulties emerge at the intersection of multiple risk factors which can be detected in kindergarten, and that these reading problems persist throughout early reading education.

Contains fulltext : 297287.pdf (Publisher’s version ) (Closed access), Radboud University, 09 november 2023, Promotores : Verhoeven, L.T.W., Segers, P.C.J. Co-promotores : Tellings, A.E.J.M., Burk, W.J., 144 p.

Contains fulltext : 299900.pdf (Publisher’s version ) (Open Access), We investigated the development of word decoding (Grades 4-6; 165 children) in Papiamento (L1) and Dutch (L2) in the postcolonial context of the Dutch Caribbean islands of Aruba, Bonaire, and Curaçao. The results show a steady development over the upper Grades for both L1 Papiamento and L2 Dutch word decoding in that children became more efficient in word decoding over the years. However, the children were generally better decoders in L2 Dutch than in L1 Papiamento. Moreover, the initial language of decoding instruction did not matter for the development of word decoding. The groups were equally efficient in L1 and L2 word decoding in Grades 4-6. Furthermore, rapid naming and phonological awareness predicted L1 word decoding development, whereas rapid naming, phonological awareness, and working memory predicted L2 word decoding development. Finally, evidence was found for linguistic interdependencies for word decoding development from L1 to L2 and vice versa., 01 december 2023, 29 p.

Contains fulltext : 299356.pdf (Publisher’s version ) (Open Access), Background: Word-to-text integration (WTI) can be challenging for second-language (L2) learners, although it can positively contribute to reading comprehension. The present study examined the role of WTI, after controlling for decoding, vocabulary and morphosyntactic awareness, in predicting English as an L2 reading comprehension development in 441 Dutch seventh-grade students. Methods: At the beginning (Time 1 [T1]) and the end (Time 2 [T2]) of the school year, students were tested on their English decoding, vocabulary, morphological and syntactic awareness and reading comprehension with paper-and-pencil tasks and on WTI with a self-paced reading task with reading times being compared on passages with unknown versus known words and passages with and without anomalies. Results: Mediation analyses showed small indirect effects of processing argument overlap and anomalies on T2 reading comprehension, via T1 reading comprehension. Conclusions: WTI explained unique variance in reading comprehension at T2 via reading comprehension at T1, suggesting that it moderately impacts initial stages of reading comprehension in English as a second language (ESL)., 29 november 2023, 20 p.