To build a coherent accurate mental representation of a text, readers routinely validate information they read against the preceding text and their background knowledge. It is clear that both sources affect processing, but "when" and "how" they exert their influence remains unclear. To examine the time course and cognitive…

In an eye-tracking experiment we examined the risky reading hypothesis, in which long saccades and many regressions are considered to be indicative of a proactive reading style (Rayner et al. in "Psychol Aging" 21(3):448, 2006; "Psychol Aging" 24(3):755, 2009). We did so by presenting short texts--that confirmed or disconfirmed…

In a randomized control trial, the authors tested whether short- and long-term effects of an early literacy intervention are moderated by mild perinatal adversities in accordance with differential susceptibility theory. One-hundred 5-year-old children (58% male) who scored at or below the 30th percentile on early literacy measures were randomized…

This study examined orthographic learning in oral and silent reading conditions. Dutch third graders read, either aloud or silently, short texts containing novel target (pseudo) words. The acquisition of new word-specific orthographic knowledge was assessed several days later by comparing target spellings with homophonic spellings in tasks…

Two reading experiments demonstrated that 11-year-old children were more likely than 8-year-old children to identify textual anomalies. Results also indicated that an age change in comprehension monitoring need not be contingent upon a parallel age change in constructive processing as indexed by modulation of reading rate. (Author/DB)

A longitudinal study examined the development of decoding skills, reading comprehension skills, and spelling skills across the first three years of primary education in order to examine the relations among the variables in a dynamic causal model of the development of reading and spelling skills. Subjects, 310 first grade children in 12 schools…

Assesses text comprehension of secondary Turkish and Dutch pupils in relation to vocabulary, grammar, nonverbal IQ, and background knowledge. Finds that the L2-readers tended toward a top-down approach to reading. Finds a significant increase in scores for word knowledge and nonverbal IQ but no progress in the scores for text comprehension. (SR)

A study investigated the question of whether normal and poor readers differ in the way they process sublexical structures in printed words. In a reading level design experiment, two matched groups of normal and poor readers (11 subjects of mean age 9.4 years and 11 subjects of mean age 12.6 years) were compared with regard to their use of…

Compares matched groups of normal and poor readers of Dutch. Assesses the way normal and poor readers automatically process phonological and orthographic incongruencies when comparing singular and plural of nouns. Investigates the automatized processing of uppercase-lowercase letter incongruencies. Concludes that poor readers not only have…

Summarizes three recent Dutch studies in the field of functional text research (text which has concrete goals that must be achieved by lay readers). Focuses on the use of and failure to use software manuals, the minimalist approach and learning styles, and the effect of using decision tables. (SR)

Investigates the reading of policy documents by Dutch legislators. Considers reading-to-assess processes using methods that address the limitations of previous studies. Analyzes the reading-to-assess processes of the legislators to extend existing models and theories of reading in professional contexts. Indicates that the legislators read…

Examines specific effects of phonological abilities and linguistic comprehension on the development of word-decoding ability and reading comprehension, respectively, of 141 Dutch children from the end of first grade to the end of third grade. Finds that partly different determinants underlie the development of word-decoding ability and reading…

A longitudinal study investigated the effects of leisure time reading (reading at home for pleasure or fun) on pupils' reading achievement in school. Subjects, 736 students in grades 3, 4, 5, and 6 in 30 schools located throughout the Netherlands, had their reading achievement determined five times: at the beginning and end of grade 3 and at the…

This paper deals with research on the effects of the promotion of reading by means of the mass medium television and refers to a study done on behalf of the Reading Association (Stichting Lezen) and the Foundation for the Collective Propaganda of Dutch Books (Stichting Collectieve Propaganda van het Nederlandse boek), two Dutch literary…

Shows that Dutch children acquire and use lexical entries containing specific information about visual-orthographic structure quite early, even after only six months of formal training in reading. (FL)