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Jessica Leigh Block – ProQuest LLC, 2022
Rapid Automatic Naming (RAN) is commonly thought of as one of the best predictors of reading achievement when compared to phonological awareness and letter name knowledge (Norton & Wolf, 2012). However, only one previous study has demonstrated significant growth following a RAN intervention (Vander Stappen & Reybroeck, 2018). This…
Descriptors: Naming, Reading Processes, Reading Achievement, Phonological Awareness
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Wassenburg, Stephanie I.; de Koning, Björn B.; Bos, Lisanne T.; van der Schoot, Menno – Educational Psychology, 2020
This study investigated whether presenting a picture before reading can encourage situation-model construction. We compared two conditions (n = 30) which differed in whether a picture of the initial situation described in a narrative text was presented before reading (i.e. pictorial-support condition) or not (i.e. no-picture condition).…
Descriptors: Pictorial Stimuli, Reading Comprehension, Eye Movements, Scaffolding (Teaching Technique)
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Hollenstein, Nora; Lungu, Mircea F. – Research-publishing.net, 2022
We propose to use reading time as a metric to report progress in language learning applications. As a case study we use a web-based application that enables learners of a foreign language to read texts from the web and practice vocabulary with interactive exercises generated based on their past readings. The application captures generic…
Descriptors: Reading Rate, Reading Instruction, Vocabulary Development, Second Language Learning
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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
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Tijms, Jurgen; Hoeks, Jan – Dyslexia, 2005
Two hundred sixty-seven 10- to 14-year-old Dutch children with dyslexia were randomly assigned to one of two samples that received a treatment for reading and spelling difficulties. The treatment was computer-based and focused on learning to recognise and use the phonological and morphological structure of Dutch words. The inferential algorithmic…
Descriptors: Spelling, Dyslexia, Reading Rate, Reading Instruction
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Verhoeven, Ludo T. – Reading Research Quarterly, 1990
Investigates differences in reading acquisition processes between Dutch and Turkish children learning to read Dutch. Finds that both groups rely on comparable reading strategies. Presents a structural model to examine interactions between the various reading processes in Dutch. Suggests that children learning to read in a second language should…
Descriptors: Beginning Reading, Foreign Countries, Longitudinal Studies, Models
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Janssen, Tanja; Braaksma, Martine; Rijlaarsdam, Gert – European Journal of Psychology of Education, 2006
In this study we examined how good and weak students of literature interact with short literary stories. We focused on differences in the use of cognitive and affective reading activities, and in the extent to which good and weak students adapt their activities to (parts of) the story they are reading. 19 Dutch tenth-grade students from 8 classes…
Descriptors: Statistical Analysis, Grade 10, Literature, Secondary Education