In this quasi-experimental study involving 23 fourth grade teachers, we investigated the effect of implementing teacher-child dynamic mathematics interviews to improve mathematics teaching behavior in the classroom. After a baseline period of 13 months, the teachers participated in a professional development program to support the use of dynamic…

This study is conducted to further understand the direct and indirect contributions of executive functioning (visuospatial updating, verbal updating, inhibition, shifting) and arithmetic fluency to mathematical problem-solving in 458 fourth-grade students. Arithmetic fluency along with visuospatial and verbal updating were significant predictors…

We examined whether word recognition accuracy and latency of words children encounter during primary school across the upper primary school grades can be predicted from word form (word length, mean Levenshtein distance, and mean frequency of neighbors), word meaning (free association network markers) and word exposure (corpus frequency and…

Enrichment programmes are designed to offer gifted students experiences that are not covered in the regular curriculum We used a pre-test-post-test control group design to examine the effects of a computer-based enrichment programme on the development of analytical and creative abilities in 26 gifted children in an experimental group (15 boys,…

Background: Executive functions have been proposed to account for individual variation in reading comprehension beyond the contributions of decoding skills and language skills. However, insight into the direct and indirect effects of multiple executive functions on fifth-grade reading comprehension, while accounting for decoding and language…

Background: The present study examined patterns and predictors of reading comprehension growth in first language (L1) and second language (L2) readers in the upper grades of primary school. Previous research suggests that L1 and L2 readers differ in their growth trajectories and that differences in language proficiency play a role in this.…

In an experimental design, we investigated how fifth-grade readers use morphological and contextual information to infer the meaning of unknown words, and to what extent this is related to their cognitive and linguistic skills. A group of 166 fifth-grade Dutch children (59 L1, 107 L2) performed a lexical inferencing task in which the availability…

Word knowledge acquisition is an incremental process that relies on exposure. As a result, word knowledge can broadly range from recognizing the word's lexical status, to knowing its meaning in context, and to knowing its meaning independent of context. The present study aimed to model incremental word knowledge in 1454 upper primary school…

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…

We examined the response to a phonics through spelling intervention for children with developmental dyslexia in word and pseudoword reading efficiency and word spelling. Furthermore, we investigated to what extent the response to the intervention is robust across different cognitive profiles (phonological awareness, rapid automatized naming, and…