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Reciprocal Relationships between Nonword Repetition and Vocabulary during the Preschool Years
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Verhagen, Josje; Boom, Jan; Mulder, Hanna; de Bree, Elise; Leseman, Paul – Developmental Psychology, 2019
The aim of this longitudinal study is to evaluate 3 views on the relationship between nonword repetition and vocabulary: (i) the storage-based view that considers nonword repetition, a measure of phonological storage, as the driving force behind vocabulary development, (ii) the lexical restructuring view that considers improvements in nonword…
Descriptors: Correlation, Word Recognition, Repetition, Vocabulary
Word Decoding Development in Incremental Phonics Instruction in a Transparent Orthography
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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
Developmental Relations between Reading Comprehension and Reading Strategies
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Muijselaar, Marloes M. L.; Swart, Nicole M.; Steenbeek-Planting, Esther G.; Droop, Mienke; Verhoeven, Ludo; de Jong, Peter F. – Scientific Studies of Reading, 2017
We examined the developmental relations between knowledge of reading strategies and reading comprehension in a longitudinal study of 312 Dutch children from the beginning of fourth grade to the end of fifth grade. Measures for reading comprehension, reading strategies, reading fluency, vocabulary, and working memory were administered. A structural…
Descriptors: Correlation, Reading Comprehension, Reading Strategies, Longitudinal Studies
Development of the Language Proficiency of Five- to Seven-Year-Olds in Rural Areas
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Poolman, B. G.; Leseman, P. P. M.; Doornenbal, J. M.; Minnaert, A. E. M. G. – Early Child Development and Care, 2017
Rural children are a largely understudied population in language and literacy research, despite the fact that these children often enter school with delays in their language development. Since most rural areas suffered from so-called selective rural outmigration, many parents in rural areas are lower or middle educated. The home literacy climate,…
Descriptors: Foreign Countries, Elementary School Students, Grade 1, Primary Education
Modeling the Length Effect: Specifying the Relation with Visual and Phonological Correlates of Reading
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van den Boer, Madelon; de Jong, Peter F.; Haentjens-van Meeteren, Marleen M. – Scientific Studies of Reading, 2013
Beginning readers' reading latencies increase as words become longer. This length effect is believed to be a marker of a serial reading process. We examined the effects of visual and phonological skills on the length effect. Participants were 184 second-grade children who read 3- to 5-letter words and nonwords. Results indicated that reading…
Descriptors: Grade 2, Elementary School Students, Phonological Awareness, Visual Perception
Cognitive and Linguistic Precursors to Early Literacy Achievement in Children with Specific Language Impairment
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van Weerdenburg, Marjolijn; Verhoeven, Ludo; van Balkom, Hans; Bosman, Anna – Scientific Studies of Reading, 2009
This study investigated the role of cognitive and language skills as predictors of early literacy skills in children with Specific Language Impairment. A range of cognitive and linguistic skills were assessed in a sample of 137 eight-year-old children with SLI at the beginning of the school year, and 6 months later on word decoding and reading…
Descriptors: Reading Comprehension, Structural Equation Models, Linguistics, Language Impairments