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Direct linkvan de Sande, Eva; Segers, Eliane; Verhoeven, Ludo – Early Education and Development, 2018
The current study used a dyadic and coconstructive approach to examine how to embed exercises that support executive functioning into early literacy instruction to empower its effects. Using a randomized controlled trial design with 100 children, we examined the effects of dyadic activities in which children scaffolded each other's learning and…
Descriptors: Kindergarten, Executive Function, Literacy Education, Emergent Literacy
Segers, Eliane; Verhoeven, Ludo – Journal of Computer Assisted Learning, 2005
The present study examined the long-term effects of a computer intervention for the development of phonological awareness in Dutch kindergartners. Native Dutch and immigrant children worked with the software 15 min per week during one school year. Following a pretest - interim test - post-test - retention test design, the effects on rhyming,…
Descriptors: Retention (Psychology), Indo European Languages, Grade 1, Computer Assisted Instruction
Segers, Eliane; Verhoeven, Ludo – Language, Speech, and Hearing Services in Schools, 2004
Purpose: The purpose of the present study was to determine whether kindergarten children with specific language impairment (SLI) could develop phonological awareness skills through computer intervention and whether speech manipulation (i.e., slowing speech rate and enhancing transitions) in instruction produced additional learning. Method: The…
Descriptors: Reading Skills, Intervention, Kindergarten, Language Impairments
