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Direct linkKrenca, Klaudia; Segers, Eliane; Chen, Xi; Shakory, Sharry; Steele, Jeffrey; Verhoeven, Ludo – Reading and Writing: An Interdisciplinary Journal, 2020
The 1-year longitudinal study presented here examined the extent to which the ability to build phonologically specific lexical entries as a result of increasing vocabulary size predicts word reading via its impact on phonological awareness within and across languages in 62 emerging English (L1) and French (L2) Grade 1 children (M = 75.69 months,…
Descriptors: Bilingual Students, Grade 1, Phonological Awareness, Reading Ability
van Uittert, Anne; Verhoeven, Ludo; Segers, Eliane – Journal of Computer Assisted Learning, 2022
In the present study, a 5-week tablet-based word reading efficiency game intervention (Reading Turbo) was integrated in a comprehensive phonics-based reading curriculum. The aims of the study were to examine whether the game would advance children's word reading efficiency, and to determine the extent to which pre-reading capacities and in-game…
Descriptors: Game Based Learning, Reading Instruction, Reading Fluency, Educational Games
Janssen, Caressa; Segers, Eliane; McQueen, James M.; Verhoeven, Ludo – Early Education and Development, 2019
Research Findings: The present study compared effects of explicit instruction on and practice with the phonological form of words (form-focused instruction) versus explicit instruction on and practice with the meaning of words (meaning-focused instruction). Instruction was given via interactive storybook reading in the kindergarten classroom of…
Descriptors: Comparative Analysis, Phonological Awareness, Semantics, Vocabulary Development
