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Gruhn, Sophie; Segers, Eliane; Verhoeven, Ludo – Journal of Computer Assisted Learning, 2020
We investigated pictorial versus contextual support effects over and above teaching of definitions on children's word learning and retention as well as the moderating role of reading comprehension. In a between-subject pre-post-retention test control group design, Dutch fourth graders learned concrete and abstract Dutch words. The context group…
Descriptors: Reading Comprehension, Elementary School Students, Grade 4, Vocabulary Development
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van de Ven, Marco; Segers, Eliane; Verhoeven, Ludo – Language Learning, 2019
This longitudinal randomized trial study investigated the effects of phonological specificity training on second language (L2) vocabulary learning. Eighty-six Dutch secondary-school students participated in one of two experimental conditions or in an animacy judgment (active control) condition. Participants in the phonological specificity training…
Descriptors: Second Language Learning, Vocabulary Development, Phonology, Pretests Posttests
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Damhuis, Carmen M. P.; Segers, Eliane; Scheltinga, Femke; Verhoeven, Ludo – School Effectiveness and School Improvement, 2016
We examined the effects of adaptive word retrieval intervention on a classroom vocabulary program on children's vocabulary acquisition in kindergarten. In the experimental condition, word retrieval was provided in a classroom vocabulary program, combining implicit and explicit vocabulary instructions. Children performed extra word retrieval…
Descriptors: Intervention, Vocabulary Development, Feedback (Response), Control Groups
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Damhuis, Carmen M. P.; Segers, Eliane; Verhoeven, Ludo – School Effectiveness and School Improvement, 2015
We investigated effects of listening to single or multiple storybook readings versus testing with and without feedback on children's breadth (i.e., the number of words) and depth (i.e., the quality of word knowledge) of vocabulary learning. Kindergartners (n = 125) were divided into 3 intervention and 1 control conditions. Children in the control…
Descriptors: Foreign Countries, Vocabulary Development, Kindergarten, Young Children
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van Druten-Frietman, Loes; Strating, Heleen; Denessen, Eddie; Verhoeven, Ludo – Journal of Early Intervention, 2016
A dialogic storybook-based intervention integrating dialogic storybook reading with early literacy activities is studied with a longitudinal quasi-experimental study design. The effects of this intervention, in addition to a regular early childhood education (ECE) program, on kindergartners' vocabulary and phonological awareness development are…
Descriptors: Language Acquisition, Kindergarten, Intervention, Books
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Damhuis, Carmen M. P.; Segers, Eliane; Verhoeven, Ludo – International Journal of Disability, Development and Education, 2014
We investigated the sustained effects of explicit versus implicit instruction on the breadth and depth of children's vocabularies, while taking their general vocabulary and verbal short-term memory into account. Two experimental groups with 12 and 15 kindergarten children respectively learned two sets of 17 words counterbalanced to be taught first…
Descriptors: Comparative Analysis, Teaching Methods, Vocabulary Development, Experimental Groups
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Menting, Barbara; Koot, Hans; van Lier, Pol – International Journal of Behavioral Development, 2015
Difficulties in peer acceptance during elementary school have been associated with emotional and behavioural problems. This study used a randomized controlled intervention design to test whether improvements in peer acceptance mediated reduced rates of emotional and behavioural problems in intervention compared to control-group children. A total…
Descriptors: Peer Acceptance, Emotional Disturbances, Behavior Problems, Control Groups
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Oostdam, Ron; Blok, Henk; Boendermaker, Conny – Research Papers in Education, 2015
To assess the efficacy of guided oral reading as a remedy for low-achieving readers, two experiments were conducted in the early grades of primary school. In the first, poor-reading students were randomly divided between two treatment groups and a control group. In treatment groups, the intervention was delivered one-to-one, either in a repeated…
Descriptors: Foreign Countries, Reading Skills, Reading Attitudes, Reading Difficulties
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van Gelderen, Amos; Oostdam, Ron; van Schooten, Erik – Language Learning, 2011
We report a classroom experiment directed at increasing lexical fluency in writing. Participants were 107 Dutch students in bilingual (EFL) education (Grades 10 and 11). According to current theories of writing such fluency allows writers to devote more attention to higher order aspects of text production, such as idea generation, selection and…
Descriptors: Writing (Composition), Control Groups, Second Language Learning, English (Second Language)
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Verhallen, Marian J. A. J.; Bus, Adriana G. – Journal of Educational Psychology, 2010
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…
Descriptors: Reading Difficulties, Language of Instruction, Foreign Countries, Vocabulary Development
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Koster, Charlotte; Been, Pieter H.; Krikhaar, Evelien M.; Zwarts, Frans; Diepstra, Heidi D.; Van Leeuwen, Theo H. – Journal of Speech, Language, and Hearing Research, 2005
Productive vocabulary composition is investigated in 17-month-old children who are participating in an ongoing longitudinal dyslexia research project in the Netherlands. The project is searching for early precursors for dyslexia and follows a group of children who are genetically at risk for dyslexia and a control group during the first 10 years…
Descriptors: Foreign Countries, Indo European Languages, Language Patterns, Infants