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Direct linkvan der Wilt, Femke; van der Veen, Chiel; van Kruistum, Claudia; van Oers, Bert – Early Education and Development, 2020
Rejection by peers has devastating effects on children's social-cognitive development. As language difficulties have been found to be one of the underlying causes of peer rejection, the present study focused on the relation between these two variables. Specifically, this study was the first to test a hypothesized model connecting children's level…
Descriptors: Language Skills, Preschool Children, Vocabulary Development, Receptive Language
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
Damhuis, Carmen M. P.; Segers, Eliane; Verhoeven, Ludo – School Effectiveness and School Improvement, 2015
We investigated effects of listening to single or multiple storybook readings versus testing with and without feedback on children's breadth (i.e., the number of words) and depth (i.e., the quality of word knowledge) of vocabulary learning. Kindergartners (n = 125) were divided into 3 intervention and 1 control conditions. Children in the control…
Descriptors: Foreign Countries, Vocabulary Development, Kindergarten, Young Children
