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8 results on '"Jongejan, Wilma"'

2. Predictors of Reading and Spelling Abilities in First- and Second-Language Learners

Author

Jongejan, Wilma, Verhoeven, Ludo, and Siegel, Linda S.

Abstract

This study examined the basic literacy skills and related processes of 1st- through 4th-grade children speaking English as a 1st language (L1) and English as a 2nd language (ESL). The performances of the L1 and ESL children on phonological awareness, word and pseudoword reading, and word and pseudoword spelling tasks were highly similar. The ESL children were at an advantage with regard to lexical access but performed more poorly on verbal working memory and syntactic awareness tasks. The results suggest that the main processes underlying L1 children's basic reading ability in Grades 1 and 2, namely phonological awareness and lexical access, are of equal importance for ESL children. Phonological awareness remained the strongest predictor of word reading ability for L1 and ESL children in Grades 3 and 4. However, the processes involved in L1 and ESL word reading and spelling appeared to vary at other points. Verbal working memory and syntactic awareness were found to be of importance for the word reading and spelling abilities of L1 children but not for ESL children. Lexical access was found to be of more importance for ESL children.

Published
2007

3. Research Literacy in Initial Teacher Education: Supporting the Development of Personal Theories

Author

Westbroek, Hanna, Jongejan, Wilma, Kaal, Anna, de Vries, Bregje, Boyd, Pete, Szplit, Agnieszka, Zbróg, Zuzanna, Team Secondary Education, and LEARN! - Learning sciences

Subjects
personal theory, research literacy, ComputingMilieux_COMPUTERSANDEDUCATION, goal system representation, initial teacher education
Abstract

In this chapter we empirically support the claim that student teachers’ research literacy benefits from collaboratively discussing educational research and relating insights to representations of their lessons in a goal system representation. We distinguish three research literacy competencies: the competency to 1) interpret research literature; 2) use outcomes to reflect on practice; 3) translate results of reflection into concrete adaptations of practice. We outline how a Goal System Representation can be seen as a visual image of the relation between teachers’ goals and their practice, reflecting their ‘personal theory’. We describe a teacher education course aimed at improving research literacy, that encompasses the three competencies and uses Goal System Representations as a vehicle for reflection and the translation of research outcomes to practice. We then discuss the results of the course evaluation and offer a detailed exemplary case of how a student teacher developed her personal theory. To conclude, we argue how our approach to developing research literacy could inform the ongoing professional development of teachers.

Published
2021

5. De Klassendynamiek in beeld: visualiseren en interveniëren

Author

Pronk, Jeroen, Jongejan, Wilma, Bosma, Tirza, Goei, S.L., Team Secondary Education, LEARN! - Learning sciences, LEARN! - Educational neuroscience, learning and development, and Clinical Developmental Psychology

Published
2020

6. Sociale Veiligheid in de klas: inzicht en interventie

Author

Jongejan, Wilma, Pronk, Jeroen, Bosma, Tirza, Team Secondary Education, LEARN! - Learning sciences, LEARN! - Educational neuroscience, learning and development, and Clinical Developmental Psychology

Published
2019

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