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Phonemic Awareness in Dutch Kindergartners: Effects of Task, Phoneme Position, and Phoneme Class
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de Graaff, Saskia; Hasselman, Fred; Verhoeven, Ludo; Bosman, Anna M. T. – Learning and Instruction, 2011
The aim of the present study was to provide more insight in the relative difficulty of four tasks testing phonemic awareness: (a) blending, (b) isolation, (c) segmentation, and (d) deletion. At the same time the roles of phoneme position and phoneme class were taken into account in a fully balanced way. To this purpose, 141 kindergartners were…
Descriptors: Phonology, Phonemic Awareness, Indo European Languages, Kindergarten
Phoneme Awareness, Vocabulary and Word Decoding in Monolingual and Bilingual Dutch Children
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Janssen, Marije; Bosman, Anna M. T.; Leseman, Paul P. M. – Journal of Research in Reading, 2013
The aim of this study was to investigate whether bilingually raised children in the Netherlands, who receive literacy instruction in their second language only, show an advantage on Dutch phoneme-awareness tasks compared with monolingual Dutch-speaking children. Language performance of a group of 47 immigrant first-grade children with various…
Descriptors: Foreign Countries, Bilingualism, Phonemic Awareness, Monolingualism
Benefits of Systematic Phonics Instruction
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de Graaff, Saskia; Bosman, Anna M. T.; Hasselman, Fred; Verhoeven, Ludo – Scientific Studies of Reading, 2009
Systematic-phonics instruction appears to be more effective than nonsystematic phonics instruction for teaching reading (Ehri, Nunes, Stahl, & Willows, 2001). In the present study, a systematic phonics approach was directly compared with a nonsystematic phonics approach for kindergarten children. Both approaches were delivered using computer…
Descriptors: Foreign Countries, Reading Instruction, Phonics, Instructional Effectiveness
Cognitive and Linguistic Constraints on Phoneme Isolation in Dutch Kindergartners
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de Graaff, Saskia; Hasselman, Fred; Bosman, Anna M. T.; Verhoeven, Ludo – Learning and Instruction, 2008
This study investigated whether task instructions affect sound-isolation performance. The effects of phoneme class and phoneme position were also assessed. Two hundred Dutch kindergartners were presented with a free-sound-isolation task and its constrained counterparts: an initial-, a middle-, and a final-sound-isolation task. All tasks contained…
Descriptors: Phonemes, Phonology, Phonemic Awareness, Indo European Languages