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Universals in Learning to Read across Languages and Writing Systems
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Verhoeven, Ludo; Perfetti, Charles – Scientific Studies of Reading, 2022
In this article, we provide a cross-linguistic perspective on the universals and particulars in learning to read across seventeen different orthographies. Starting from the assumption that reading reflects a learned sensitivity to the systematic relationships between the surface forms of words and their meanings, we chose a broad group of…
Descriptors: Contrastive Linguistics, Second Languages, Written Language, Reading Research
Lexical Specificity Training Effects in Second Language Learners
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Janssen, Caressa; Segers, Eliane; McQueen, James M.; Verhoeven, Ludo – Language Learning, 2015
Children who start formal education in a second language may experience slower vocabulary growth in that language and subsequently experience disadvantages in literacy acquisition. The current study asked whether lexical specificity training can stimulate bilingual children's phonological awareness, which is considered to be a precursor to…
Descriptors: Second Language Learning, Phonology, Phonemes, Bilingualism
Phonemic Awareness in Dutch Kindergartners: Effects of Task, Phoneme Position, and Phoneme Class
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de Graaff, Saskia; Hasselman, Fred; Verhoeven, Ludo; Bosman, Anna M. T. – Learning and Instruction, 2011
The aim of the present study was to provide more insight in the relative difficulty of four tasks testing phonemic awareness: (a) blending, (b) isolation, (c) segmentation, and (d) deletion. At the same time the roles of phoneme position and phoneme class were taken into account in a fully balanced way. To this purpose, 141 kindergartners were…
Descriptors: Phonology, Phonemic Awareness, Indo European Languages, Kindergarten
The Nature of Phonological Awareness throughout the Elementary Grades: An Item Response Theory Perspective
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Vloedgraven, Judith; Verhoeven, Ludo – Learning and Individual Differences, 2009
In the present study, the nature of Dutch children's phonological awareness was examined throughout the elementary school grades. Phonological awareness was assessed using five different sets of items that measured rhyming, phoneme identification, phoneme blending, phoneme segmentation, and phoneme deletion. A sample of 1405 children from…
Descriptors: Phonemes, Phonology, Phonological Awareness, Identification
Cognitive and Linguistic Constraints on Phoneme Isolation in Dutch Kindergartners
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de Graaff, Saskia; Hasselman, Fred; Bosman, Anna M. T.; Verhoeven, Ludo – Learning and Instruction, 2008
This study investigated whether task instructions affect sound-isolation performance. The effects of phoneme class and phoneme position were also assessed. Two hundred Dutch kindergartners were presented with a free-sound-isolation task and its constrained counterparts: an initial-, a middle-, and a final-sound-isolation task. All tasks contained…
Descriptors: Phonemes, Phonology, Phonemic Awareness, Indo European Languages
Screening of Phonological Awareness in the Early Elementary Grades: An IRT Approach
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Vloedgraven, Judith M. T.; Verhoeven, Ludo – Annals of Dyslexia, 2007
The purpose of the present study was to explore the possibilities for the assessment of growth in phonological awareness of children in kindergarten and first grade. Phonological awareness was measured using four sets of items involving rhyming, phoneme identification, phoneme blending, and phoneme segmentation. The results of an exploratory…
Descriptors: Phonemes, Phonology, Screening Tests, Factor Analysis