Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 1 |
| Since 2016 (last 10 years) | 2 |
| Since 2006 (last 20 years) | 6 |
Descriptor
Source
| Scientific Studies of Reading | 2 |
| Annals of Dyslexia | 1 |
| European Early Childhood… | 1 |
| European Journal of Special… | 1 |
| Journal of Learning… | 1 |
| ProQuest LLC | 1 |
| School Effectiveness and… | 1 |
Author
Publication Type
| Journal Articles | 7 |
| Reports - Research | 6 |
| Dissertations/Theses -… | 1 |
| Reports - Evaluative | 1 |
Education Level
| Elementary Education | 5 |
| Early Childhood Education | 3 |
| Grade 1 | 2 |
| Grade 2 | 2 |
| Kindergarten | 2 |
| Primary Education | 2 |
| Grade 3 | 1 |
| Grade 5 | 1 |
| Grade 6 | 1 |
| Secondary Education | 1 |
Audience
Location
| Netherlands | 8 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Direct linkJessica Leigh Block – ProQuest LLC, 2022
Rapid Automatic Naming (RAN) is commonly thought of as one of the best predictors of reading achievement when compared to phonological awareness and letter name knowledge (Norton & Wolf, 2012). However, only one previous study has demonstrated significant growth following a RAN intervention (Vander Stappen & Reybroeck, 2018). This…
Descriptors: Naming, Reading Processes, Reading Achievement, Phonological Awareness
van Bergen, Elsje; Bishop, Dorothy; van Zuijen, Titia; de Jong, Peter F. – Scientific Studies of Reading, 2015
Cognitive processes underlying a behavioural outcome (like reading ability) and the impact of familial risk (e.g., for dyslexia) have been studied in isolation. We present a novel design, linking the two avenues. How do familial influences impact on children's cognitive skills, which subsequently underlie reading development? Participants from the…
Descriptors: Parent Influence, Path Analysis, Correlation, Spouses
Snel, M. J.; Aarnoutse, C. A. J.; Terwel, J.; van Leeuwe, J. F. J.; van der Veld, W. M. – European Early Childhood Education Research Journal, 2016
Early detection of reading problems is important to prevent an enduring lag in reading skills. We studied the relationship between speed of word recognition (after six months of grade 1 education) and four kindergarten pre-literacy skills: letter knowledge, phonological awareness and naming speed for both digits and letters. Our sample consisted…
Descriptors: Foreign Countries, Word Recognition, Reading Instruction, Elementary School Students
de Groot, Barry J. A.; van den Bos, Kees P.; Minnaert, Alexander E. M. G.; van der Meulen, Bieuwe F. – Scientific Studies of Reading, 2015
In this study word reading (WR) fluency was used to dichotomously classify 1,598 Dutch children at different cutoffs, indicating (very) poor or (very) good reading performance. Analysis of variance and receiver operating characteristics were used to investigate the effects of rapid automatized naming (RAN) and phonemic awareness (PA) in predicting…
Descriptors: Phonological Awareness, Reading Processes, Reading Difficulties, Learning Disabilities
Houtveen, Thoni; van de Grift, Wim – School Effectiveness and School Improvement, 2012
In The Netherlands, the percentage of struggling readers in the 1st year of formal reading instruction is about 25%. This problem inspired us to develop the Reading Acceleration Programme. To evaluate the effectiveness of this programme, a quasi-experiment is carried out. The teachers in the experimental group have been trained to improve their…
Descriptors: Experimental Groups, Sentences, Foreign Countries, Followup Studies
Scheltinga, Femke; van der Leij, Aryan; Struiksma, Chris – Journal of Learning Disabilities, 2010
The objective of this study was to investigate the contribution of rapid digit naming, phonological memory, letter sound naming, and orthographic knowledge to the prediction of responsiveness to a school-based, individual intervention of word reading fluency problems of 122 Dutch second and third graders whose reading scores were below the 10th…
Descriptors: Reading Difficulties, Intervention, Reading Fluency, Psychometrics
Peer reviewedvan Dongen, D. – European Journal of Special Needs Education, 1987
A study of 600 children in Dutch primary schools attempted to identify early predictors of reading problems leading to grade repetition or assignment to special education in first grade. Results suggest that the possibility of early detection is very limited. (MSE)
Descriptors: Early Identification, Foreign Countries, Grade Repetition, Handicap Identification
Smit-Glaude, Sietsia W. D.; van Strien, Jan W.; Licht, Robert; Bakker, Dirk J. – Annals of Dyslexia, 2005
Kindergarten children at risk of developing language problems were administered the Florida Kindergarten Screening Battery. A principal components analysis revealed a verbal and a visual-spatial component and subsequent discriminant function analyses a high verbal/low visual-spatial group (LAL: Latent L) and a high visual-spatial flow verbal group…
Descriptors: Neuropsychology, Intervention, Kindergarten, Reading Difficulties
