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Printed Word Learning in Beginning Readers.
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Reitsma, Pieter – Journal of Experimental Child Psychology, 1983
Three experiments using beginning readers of Dutch (seven and eight years old) as subjects provide evidence that visually recognizing the unique graphemic structure of words is important in word identification, even in early stages in learning to read. Results are discussed regarding the importance of building accurate graphemic entries in the…
Descriptors: Early Reading, Foreign Countries, Orthographic Symbols, Phoneme Grapheme Correspondence
Phonological Coding in Reading of Deaf Children: Pseudohomophone Effects in Lexical Decision
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Transler, Catherine; Reitsma, Pieter – British Journal of Developmental Psychology, 2005
The purpose of this study was to find new evidence for phonological coding in written word recognition among deaf Dutch children. A lexical decision task was presented to 48 severely and profoundly deaf children aged from 6 years 8 months to 13 years 5 months, and a control group of Grade 1 hearing children matched on written word recognition.…
Descriptors: Phonology, Coding, Control Groups, Deafness
Analyzing the Development of Individual Differences in Terms of Matthew Effects in Reading: Results from a Dutch Longitudinal Study.
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Bast, Janwillem; Reitsma, Pieter – Developmental Psychology, 1998
Tested the hypothesis that individual differences in reading ability increase over time, by assessing children, at seven occasions between kindergarten and third grade, on various measures of reading ability, reading behavior, and attitudes toward reading. Found that individual differences among children in word recognition, but not reading…
Descriptors: Elementary School Students, Foreign Countries, Individual Differences, Kindergarten Children