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Download full textvan der Graaf, Joep; Segers, Eliane; Verhoeven, Ludo – European Journal of STEM Education, 2018
In the present study we investigated experimentation abilities of children with learning problems in early childhood education, i.e. kindergarten (4-6 years old). An essential part of science education is learning via the scientific method, of which experimentation is the central component. We studied experimentation abilities in 28 kindergartners…
Descriptors: Kindergarten, Science Education, Scientific Methodology, Learning Problems
Direct linkvan Wingerden, Evelien; Segers, Eliane; van Balkom, Hans; Verhoeven, Ludo – Scientific Studies of Reading, 2018
The present article aimed to explore how the development of reading comprehension is affected when its cognitive basis is compromised. The simple view of reading was adopted as the theoretical framework. The study followed 76 children with mild intellectual disabilities (average IQ = 60.38, age 121 months) across a period of 3 years. The children…
Descriptors: Children, Mild Intellectual Disability, Reading Comprehension, Longitudinal Studies
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
de Leeuw, Linda; Segers, Eliane; Verhoeven, Ludo – Scientific Studies of Reading, 2016
The focus of the present study was on the mediation and moderation effects of reading processes as evidenced from eye movements on the relation between cognitive and linguistic student characteristics (word decoding, vocabulary, comprehension skill, short-term memory, working memory, and nonverbal intelligence) and text comprehension. Forty 4th…
Descriptors: Reading Comprehension, Eye Movements, Regression (Statistics), Nonverbal Ability
Kleemans, Tijs; Segers, Eliane; Verhoeven, Ludo – International Journal of Disability, Development and Education, 2014
The present study investigated the role of both cognitive and linguistic predictors in basic arithmetic skills (i.e., addition and subtraction) in 69 first-language (L1) learners and 60 second-language (L2) learners from the second grade of primary schools in the Netherlands. All children were tested on non-verbal intelligence, working memory,…
Descriptors: Arithmetic, Mathematics Skills, Predictor Variables, Second Language Learning
Role of Parent Literacy and Numeracy Expectations and Activities in Predicting Early Numeracy Skills
Segers, Eliane; Kleemans, Tijs; Verhoeven, Ludo – Mathematical Thinking and Learning: An International Journal, 2015
The home numeracy environment (i.e., parents' numeracy expectations and activities), is related to early numeracy in young children. As recent studies have shown that both cognitive and linguistic factors play an important role in predicting numeracy development, it may be assumed that rather than the home "numeracy" environment, the…
Descriptors: Parent Attitudes, Expectation, Mathematics Achievement, Numeracy
van der Schuit, Margje; Segers, Eliane; van Balkom, Hans; Verhoeven, Ludo – Research in Developmental Disabilities: A Multidisciplinary Journal, 2011
The present study investigated the language development of 50 children with intellectual disabilities (ID) and 42 typically developing children from age 4 to 5 years, and was designed to shed more light on the respective roles of phonological working memory (WM) and nonverbal intelligence in vocabulary and syntax development. Results showed that…
Descriptors: Intelligence, Mental Retardation, Syntax, Short Term Memory
