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The Role of Semantic Retrieval in Children's Reading Comprehension Development in the Upper Primary Grades
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Nouwens, Suzan; Groen, Margriet A.; Kleemans, Tijs; Verhoeven, Ludo – Journal of Research in Reading, 2018
Background: The lexical quality hypothesis proposes that successful reading comprehension requires high quality lexical representations, which allow for efficient retrieval. These retrieval operations have however not been specified. Methods: We investigated the contribution of semantic retrieval to reading comprehension in 119 Dutch children in…
Descriptors: Foreign Countries, Semantics, Reading Comprehension, Elementary School Students
Sequential Implicit Learning Ability Predicts Growth in Reading Skills in Typical Readers and Children with Dyslexia
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van der Kleij, Sanne W.; Groen, Margriet A.; Segers, Eliane; Verhoeven, Ludo – Scientific Studies of Reading, 2019
This study investigated in a longitudinal design how 74 Dutch children with dyslexia and 39 typically developing peers differed in sequential versus spatial implicit learning and overnight consolidation, and it examined whether implicit learning related to (pseudo)word reading development in Grades 5 and 6. The results showed that sequential, but…
Descriptors: Cognitive Ability, Predictor Variables, Reading Skills, Reading Instruction
Children's Use of Evaluative Devices in Spoken and Written Narratives
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Drijbooms, Elise; Groen, Margriet A.; Verhoeven, Ludo – Journal of Child Language, 2017
This study investigated the development of evaluation in narratives from middle to late childhood, within the context of differentiating between spoken and written modalities. Two parallel forms of a picture story were used to elicit spoken and written narratives from fourth- and sixth-graders. It was expected that, in addition to an increase of…
Descriptors: Children, Speech Communication, Written Language, Grade 4
The Contribution of Segmental and Suprasegmental Phonology to Reading Comprehension
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Veenendaal, Nathalie J.; Groen, Margriet A.; Verhoeven, Ludo – Reading Research Quarterly, 2016
The aim of the present study was to examine the relation between decoding and segmental and suprasegmental phonology, and their contribution to reading comprehension, in the upper primary grades. Following a longitudinal design, the performance of 99 Dutch primary school students on phonological awareness (segmental phonology) and text-reading…
Descriptors: Suprasegmentals, Decoding (Reading), Phonological Awareness, Reading Comprehension
Bidirectional Relations between Text Reading Prosody and Reading Comprehension in the Upper Primary School Grades: A Longitudinal Perspective
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Veenendaal, Nathalie J.; Groen, Margriet A.; Verhoeven, Ludo – Scientific Studies of Reading, 2016
The purpose of this study was to examine the directionality of the relationship between text reading prosody and reading comprehension in the upper grades of primary school. We compared 3 theoretical possibilities: Two unidirectional relations from text reading prosody to reading comprehension and from reading comprehension to text reading prosody…
Descriptors: Reading Comprehension, Elementary School Students, Longitudinal Studies, Foreign Countries
How Executive Functions Predict Development in Syntactic Complexity of Narrative Writing in the Upper Elementary Grades
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Drijbooms, Elise; Groen, Margriet A.; Verhoeven, Ludo – Reading and Writing: An Interdisciplinary Journal, 2017
The aim of this study was to examine the contribution of transcription skills, oral language skills, and executive functions to growth in narrative writing between fourth and sixth grade. While text length and story content of narratives did not increase with age, syntactic complexity of narratives showed a clear developmental progression. Results…
Descriptors: Executive Function, Predictor Variables, Syntax, Difficulty Level