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Enhancing Decoding Efficiency in Poor Readers via a Word Identification Game
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Gorp, Karly; Segers, Eliane; Verhoeven, Ludo – Reading Research Quarterly, 2017
The effects of a word identification game aimed at enhancing decoding efficiency in poor readers were tested. Following a pretest-posttest-retention design with a waiting control group, 62 poor-reading Dutch second graders received a five-hour tablet intervention across a period of five weeks. During the intervention, participants practiced…
Descriptors: Decoding (Reading), Word Recognition, Reading Difficulties, Educational Games
The Role of Feedback and Differences between Good and Poor Decoders in a Repeated Word Reading Paradigm in First Grade
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van Gorp, Karly; Segers, Eliane; Verhoeven, Ludo – Annals of Dyslexia, 2017
The direct, retention, and transfer effects of repeated word and pseudoword reading were studied in a pretest, training, posttest, retention design. First graders (48 good readers, 47 poor readers) read 25 CVC words and 25 CVC pseudowords in ten repeated word reading sessions, preceded and followed by a transfer task with a different set of items.…
Descriptors: Feedback (Response), Word Recognition, Decoding (Reading), Grade 1
Prediction of Word Recognition in the First Half of Grade 1
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Snel, M. J.; Aarnoutse, C. A. J.; Terwel, J.; van Leeuwe, J. F. J.; van der Veld, W. M. – European Early Childhood Education Research Journal, 2016
Early detection of reading problems is important to prevent an enduring lag in reading skills. We studied the relationship between speed of word recognition (after six months of grade 1 education) and four kindergarten pre-literacy skills: letter knowledge, phonological awareness and naming speed for both digits and letters. Our sample consisted…
Descriptors: Foreign Countries, Word Recognition, Reading Instruction, Elementary School Students
Effectiveness of Guided Co-Construction versus Direct Instruction for Beginning Reading Instruction
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Snel, M. J.; Terwel, J.; Aarnoutse, C. A. J.; van Leeuwe, J. F. J. – Educational Research and Evaluation, 2012
In a field experiment with 178 first-grade pupils, the effects of an experimental beginning reading programme were investigated. Both an experimental and a control group worked with the most frequently used Dutch beginning reading programme, "Learning to Read Safely." The instructional approach implemented in the experimental group was…
Descriptors: Direct Instruction, Teaching Methods, Reading Instruction, Beginning Reading
The Predictive Power of Phonemic Awareness and Naming Speed for Early Dutch Word Recognition
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Verhagen, Wim G. M.; Aarnoutse, Cor A. J.; van Leeuwe, Jan F. J. – Educational Research and Evaluation, 2009
Effects of phonemic awareness and naming speed on the speed and accuracy of Dutch children's word recognition were investigated in a longitudinal study. Both the speed and accuracy of word recognition at the end of Grade 2 were predicted by naming speed from both kindergarten and Grade 1, after control for autoregressive relations, kindergarten…
Descriptors: Phonemics, Phonemic Awareness, Word Recognition, Kindergarten