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In many schools, independent silent reading of self-selected books is used to promote reading. However, self-selection may be insufficient to counter negative reading experiences, particularly when students choose books not attuned to their reading level and interest. Two studies experimentally tested whether personalized expert guidance when selecting books could prevent a reading attitude decline. Study 1 focused on readers in prevocational secondary education (Grades 7 and 8; N = 136). Study 2 included younger readers from primary education (Grades 4-6, N = 99). Students in the experimental condition met with a librarian to discuss book choices every two weeks for three months. In both studies, the intervention stabilized the reading attitude decline, although, in Study 1, only for more advanced readers. In Study 2, reading comprehension of the most proficient readers also improved. This indicates that guidance in selecting books can preserve students' reading attitude and increase reading proficiency growth.

The present article provides an overview of the best-selling apps for the age range of 0-8 years under various categories, including 'Kids', 'Books', 'Educational games', 'Family games' and 'Word games' in the two major application stores (Google Play and iTunes App Store) in four economically diverse European countries: Hungary, Turkey, Greece and the Netherlands. As tablets seem to be a substantial part of children's leisure activities, and thus apps might play an important role in their development, we conducted a content analysis to highlight two issues: the educational value of the most popular children's apps and the fine-tuning of apps to the local culture and language of non-English speaking countries. There is a large overlap between the best-selling apps in the four countries; in fact, half of the apps appear among the most popular lists in more than one country. Consequently, most children's apps do not include any oral language and, if they do, they are not available in the local language. Furthermore, the results show that a substantial part of the apps supported early literacy skills. In the majority of apps teaching literacy, although advertised for the youngest, the focus of instruction was more suited for school-age children.

We compared students from schools with an enriched school library--that is, one with a larger and more up-to-date book collection--with students from schools with a typical school library. We tested effects of an enriched school library on reading motivation, reading frequency, and academic skills. Fourth- and fifth-grade students of 14 schools with an enriched library (n = 272) were compared to fourth and fifth graders from 10 control schools (n = 411). Assignment to the experimental group was external and not determined by participants within schools. Students from schools with enriched libraries scored on average half a standard deviation higher on a standardized reading comprehension test than students from control schools. Mediation analysis revealed that for girls, this effect may have been obtained as a result of an increase in reading motivation and reading frequency. For boys, only reading frequency was a significant mediator.

In this digital era, a fundamental challenge is to design digital reading materials in such a way that they improve children's reading skills. Since reading books is challenging for many fifth graders--particularly for those genetically susceptible to attention problems--the researchers hypothesized that guidance from a digital Pedagogical Agent (PA) could improve students' reading motivation and incidental vocabulary learning. Using a sample of 147 fifth-grade students, the researchers carried out a randomized control trial with three groups of students reading: (a) hardcopy (print) books, (b) digital books, and (c) digital books with a PA. For students with a genetic predisposition to attention problems, carriers of the DRD4 seven-repeat allele, the PA supported their incidental vocabulary learning. For noncarriers, there were no effects of the digital reading materials or the PA.

This study tested how name writing affects young children's emergent writing. Beginning with a group of 96 Dutch children ages 3 1/2-5, we selected more-advanced children who were producing strings of conventional letters but, apart from very few words, no correct or readable (invented) spellings (N = 35). All children recruited from middle-to-high socioeconomic status (SES) Dutch families were asked to write, in their native Dutch language, their name as well as a set of 16 words such as "baby" and "flower" that were not likely to have been practiced before. The children's control for writing their own proper name influenced spellings of unpracticed words. Fifty-two percent of the letters used to represent unpracticed words were letters from the child's proper name and, more importantly, the first letter of the name was the first one to be written phonetically. These effects of name writing were replicated in a second study with another sample of slightly older children (ages 4-6) from low SES Dutch families (N = 79). We speculate on factors that may explain why a shift to phonetic writing starts with the first letter of a child's name. (Contains 2 tables.)

Novel word learning is reported to be problematic for children with severe language impairments (SLI). In this study, we tested electronic storybooks as a tool to support vocabulary acquisition in SLI children. In Experiment 1, 29 kindergarten SLI children heard four e-books each four times: (a) two stories were presented as video books with motion pictures, music, and sounds, and (b) two stories included only static illustrations without music or sounds. Two other stories served as the control condition. Both static and video books were effective in increasing knowledge of unknown words, but static books were most effective. Experiment 2 was designed to examine which elements in video books interfere with word learning: video images or music or sounds. A total of 23 kindergarten SLI children heard 8 storybooks each four times: (a) two static stories without music or sounds, (b) two static stories with music or sounds, (c) two video stories without music or sounds, and (d) two video books with music or sounds. Video images and static illustrations were equally effective, but the presence of music or sounds moderated word learning. In children with severe SLI, background music interfered with learning. Problems with speech perception in noisy conditions may be an underlying factor of SLI and should be considered in selecting teaching aids and learning environments.

Background: The dopamine D4 receptor gene (DRD4) has been linked to attention deficit hyperactivity disorder (ADHD) and reading disorders. In this study, we examined whether diminished anticipatory dopamine cell firing--typical of the long variant of the DRD4 allele--is related to emergent and advanced alphabetic skills, and whether executive attention is a mediator between this allele and alphabetic skills. Method: We tested alphabetic skills in a normative sample of 159 children in both kindergarten and Grade 1, and executive attention 1 year earlier. Cheek cells were collected and genomic DNA was isolated from the samples using the Chemagic buccal swab kit on a chemagen Module I workstation. Results: Thirty-seven percent of the children were carriers of at least one DRD4 7-repeat allele. Carriers of the long variant scored lower on alphabetic skills, and executive attention appeared to be a mediator of the relation between characteristics of DRD4 and alphabetic skills in kindergarten and first grade. Conclusion: This study shows how a genetic factor which has been shown to relate to variation in attention and regulatory behavior can explain delays in alphabetic skills. A practical implication is that in many cases early interventions should not only target reading skills, but also support children's engagement in tasks. (Contains 3 tables and 1 figure.)

Living Letters is an adaptive game designed to promote children's combining of how the proper name sounds with their knowledge of how the name looks. A randomized controlled trial (RCT) was used to experimentally test whether priming for attending to the sound-symbol relationship in the proper name can reduce the risk for developing reading problems in the first two grades of primary education. A Web-based computer program with more intensive practice than could be offered by teachers affords activities that prompt young children to pay attention to print as an object of investigation. The study focused on a sub-sample of 110 five-year-old Dutch children from 15 schools seriously delayed in code-related knowledge. Outcomes support the need for early remedial computer programs, and demonstrate that, without a brief but intensive treatment, more children from the at-risk group lack the capacity to benefit from beginning reading instruction in the early grades. With an early intervention in kindergarten, children with code-related skills delays gained about half a standard deviation on standardized tests at the end of grade 2. (Contains 1 figure and 5 tables.)

In a randomized control trial, the authors tested whether short- and long-term effects of an early literacy intervention are moderated by mild perinatal adversities in accordance with differential susceptibility theory. One-hundred 5-year-old children (58% male) who scored at or below the 30th percentile on early literacy measures were randomized to a Web-based remedial early literacy program Living Letters or a treated control group. Parents gave written informed consent to access the perinatal data of their children at the Perinatal Register in the Netherlands. Twenty-one children were, at birth, small for gestational age (between the 2.5th and 10th percentiles) or late preterm (between 34 and 37 weeks, 6 days). In this group with mild perinatal adversities, intervention children outperformed the control group immediately after the intervention and after 8 months of formal reading instruction, but a similar effect of the computerized literacy program in children without mild perinatal adversities was absent. In line with the theory of differential susceptibility, children with mild perinatal adversities seem to be more open to environmental input, for better "and" for worse. (Contains 1 figure, 5 tables, and 2 footnotes.)

Not all young children benefit from book exposure in preschool age. It is claimed that the ability to hold information in mind ("short-term memory"), to ignore distraction ("inhibition"), and to focus attention and stay focused ("sustained attention") may have a moderating effect on children's reactions to the home literacy environment. In a group of 228 junior kindergarten children with a native Dutch background, with a mean age of 54.29 months (SD = 2.12 months), we explored therefore the relationship between book exposure, cognitive control and early literacy skills. Parents filled in a HLE questionnaire (book sharing frequency and an author recognition checklist as indicator of parental leisure reading habits), and children completed several tests in individual sessions with the researcher (a book-cover recognition test, PPVT, letter knowledge test, the subtests categories and patterns of the SON, and cognitive control measures namely digit span of the KABC, a peg tapping task and sustained attention of the ANT). Main findings were: (1) Children's storybook knowledge mediated the relationship between home literacy environment and literacy skills. (2) Both vocabulary and letter knowledge were predicted by book exposure. (3) Short-term memory predicted vocabulary over and above book exposure. (4) None of the cognitive control mechanisms moderated the beneficial effects of book exposure. (Contains 4 tables.)

Children from immigrant, low-income families in the Netherlands start school with a limited vocabulary in the language of instruction; therefore, this places them at risk for developing reading difficulties. Exposure to books is assumed to reduce their 2nd language (L2) vocabulary disadvantage. In this experiment, we examined the effects of video storybooks on the receptive and expressive vocabularies of 5-year-old children. Children (N = 92) were exposed repeatedly to the digital storybook. The story was presented with either static or video images. Children in the control condition played with a nonverbal computer game. Children's receptive and expressive book-based vocabularies were assessed. Results reveal that children learned words receptively and expressively; however, the children seldom learned the same words both ways. Both treatments benefited receptive and expressive vocabularies; however, readings with the addition of video were found to be especially effective for expressive L2 vocabulary acquisition. (Contains 2 tables.)

Does alphabetic-phonetic writing start with the proper name and how does the name affect reading and writing skills? Sixty 4- to 5 1/2-year-old children from middle SES families with Dutch as their first language wrote their proper name and named letters. For each child we created unique sets of words with and without the child's first letter of the name to test spelling skills and phonemic sensitivity. Name writing correlated with children's knowledge of the first letter of the name and phonemic sensitivity for the sound of the first letter of the name. Hierarchical regression analysis makes plausible that both knowledge of the first letter's name and phonemic sensitivity for this letter explain why name writing results in phonetic spelling with the name letter. Practical implications of the findings are discussed.

This meta-analysis examines to what extent interactive storybook reading stimulates two pillars of learning to read: vocabulary and print knowledge. The authors quantitatively reviewed 31 (quasi) experiments (n = 2,049 children) in which educators were trained to encourage children to be actively involved before, during, and after joint book reading. A moderate effect size was found for oral language skills, implying that both quality of book reading in classrooms and frequency are important. Although teaching print-related skills is not part of interactive reading programs, 7% of the variance in kindergarten children's alphabetic knowledge could be attributed to the intervention. The study also shows that findings with experimenters were simply not replicable in a natural classroom setting. Further research is needed to disentangle the processes that explain the effects of interactive reading on children's print knowledge and the strategies that may help transfer intervention effects from researchers to children's own teachers. (Contains 2 notes, 3 tables, and 2 figures.)

Compared 28- to 53-month-olds' writing and drawing. Scores on a writing scale composed of graphic, "writing-like," and symbolic schemes improved with age. Recognition of drawings as drawings preceded recognition of writings as writings. Writing and drawing scores were substantially correlated, even with age partialed out, suggesting that when children start drawing objects referentially, they write by drawing "print," and that progress in object drawing involves progress in drawing print. (Author/KB)

Examines how parents from different cultural groups mediated a simple narrative text to their 4-year-old children. Suggests when reading is less important for the parents personally, they are less inclined to deviate from the text to negotiate meaning. Notes the ethnic groups differed in how the parents interacted with their children, but these characteristics were not related to parental literacy. (RS)

By means of educational and psychological tests, 10 reading specialists thought aloud about a simulated case of reading and spelling disability in fourth-grade boy. Protocols were transcribed and scored. Despite choosing from common information sources, experts differed substantially in diagnoses and recommendations. Found no indications for consistent relation between diagnoses and remediations. Replicated findings in second study. (Author/NB)

In this randomized controlled trial, 312 low-socioeconomic-status children (Mage = 52.9 months, SD = 3.2) from 15 Dutch schools participated. Children in the intervention condition played early literacy games via the intelligent tutoring system Living Letters. Control children played a nonliteracy computer game. At the beginning of each intervention session, children received instruction from computer characters about how to play the game. While playing the game, half of the children in the intervention group received individualized feedback, which included oral corrections and cues from a computer tutor. The other half of the children received no individualized feedback. On average the intervention comprised 11 sessions (approximately 110 min). A main finding was that children's code-related skills increased as a result of the Living Letters program but only when the program included a computer tutor that gave oral feedback to children's correct responses and errors. Children with underdeveloped inhibitory control scored disproportionately low in a computer environment without tutoring. [ABSTRACT FROM AUTHOR]

Focuses on internalization being a function of various book formats in the Netherlands. Exposure of children to an adult reading from a regular paper book; Exploration of an electronic book by children similar in illustrations and content to the paper book; Examination of the extent of internalization of the story meaning and phrasing.

Is reading subconsciously experienced as a source of threat by reading reluctant (RR) students which may explain their persistent resistance to reading? In four separate studies ( N  = 1205), we used a print exposure checklist to identify RR students in primary education (Grades 4 and 5) and secondary education (Grades 7 and 8) in the Netherlands. The visual dot probe task, commonly used to assess feelings of threat in clinical and health psychology, was applied to reading to test whether RR students indeed selectively attended to reading-related stimuli. Using a meta-analytical approach, we found that RR students scoring zero or below on a print exposure checklist were not only less proficient readers with a more negative attitude toward reading as compared to more enthusiastic readers, but also showed an attentional bias toward reading. The findings corroborate the theory that about 60% of reluctant readers avoid reading because reading is a source of threat to them. As part of promoting reading we need to find ways to make reading a less threatening activity for those students. [ABSTRACT FROM AUTHOR]