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Direct linkMcKenney, Susan; Bradley, Barbara – Early Child Development and Care, 2016
Against the backdrop of growing international concern for a narrowing view of early literacy, this study was initiated to determine how teachers of four-year-olds view their task of fostering early literacy. This paper reports on the first steps to design and validate an instrument which captures teachers' perceptions of early literacy content…
Descriptors: Teacher Attitudes, Emergent Literacy, Curriculum Implementation, Content Validity
Schaars, Moniek M.; Segers, Eliane; Verhoeven, Ludo – Reading and Writing: An Interdisciplinary Journal, 2017
The present longitudinal study aimed to investigate the development of word decoding skills during incremental phonics instruction in Dutch as a transparent orthography. A representative sample of 973 Dutch children in the first grade (M[subscript age] = 6;1, SD = 0;5) was exposed to incremental subsets of Dutch grapheme-phoneme correspondences…
Descriptors: Decoding (Reading), Phonics, Teaching Methods, Reading Instruction
van Rijk, Yvonne; de Mey, Langha; de Haan, Dorian; van Oers, Bert; Volman, Monique – Research Papers in Education, 2017
Content-oriented reading interventions that focus on the integration of motivational enhancement and strategy instruction have been found to have positive effects. Developmental education (DE) in the Netherlands is an innovative content-oriented approach in which reading is an integral part of an inquiry-oriented curriculum. Reading for meaning is…
Descriptors: Content Area Reading, Foreign Countries, Textbooks, Teaching Methods
Berends, Inez E.; Reitsma, Pieter – Reading and Writing: An Interdisciplinary Journal, 2006
The present study examines whether reading fluency benefits more from repeated reading of a limited set of words or from practicing reading with many different words. A group of 37 reading delayed Dutch children repeatedly read the same 20 words with limited exposure duration, whereas another group of 37 poor readers received the same reading…
Descriptors: Reading Fluency, Reading Difficulties, Decoding (Reading), Generalization
Peer reviewedBrand-Gruwel, S.; Aarnoutse, C. A. J.; Van den Bos, K. P. – Learning and Instruction, 1998
Whether text comprehension strategies could be taught to children with poor decoding and reading skills was studied with 428 fourth graders (poor readers) and 167 students from schools for the learning disabled. Clear benefits of training were apparent at posttesting, but maintenance test performance did not show prolonged benefits, suggesting a…
Descriptors: Decoding (Reading), Elementary School Students, Foreign Countries, Grade 4
