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Learning Phonologically Specific New Words Fosters Rhyme Awareness in Dutch Preliterate Children
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van Goch, Merel M.; McQueen, James M.; Verhoeven, Ludo – Scientific Studies of Reading, 2014
How do children use phonological knowledge about spoken language in acquiring literacy? Phonological precursors of literacy include phonological awareness, speech decoding skill, and lexical specificity (i.e., the richness of phonological representations in the mental lexicon). An intervention study investigated whether early literacy skills can…
Descriptors: Verbal Learning, Language Acquisition, Literacy Education, Lexicology
Repeated Reading Intervention Effects in Kindergartners with Partial Letter Knowledge
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van Gorp, Karly; Segers, Eliane; Verhoeven, Ludo – International Journal of Disability, Development and Education, 2014
The direct, transfer and retention effects of a repeated reading intervention study of single CVC (consonant in the onset and a vowel and consonant in the rime) words in kindergartners with partial letter knowledge were examined. A total of 26 second-year kindergartners participated in this study. Participants were divided over two feedback…
Descriptors: Foreign Countries, Kindergarten, Young Children, Feedback (Response)
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
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
Early Bilingualism, Language Transfer, and Phonological Awareness
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Verhoeven, Ludo – Applied Psycholinguistics, 2007
The purpose of the present study was to investigate the relations between early bilingualism and phonological awareness in a sample of 75 Turkish-Dutch bilingual kindergarten children living in The Netherlands. In a longitudinal design, the children's first (L1) and second (L2) language abilities were measured at the beginning and end of…
Descriptors: Language Dominance, Phonology, Phonological Awareness, Phonemic Awareness