Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 2 |
| Since 2006 (last 20 years) | 7 |
Descriptor
| Grade 1 | 9 |
| Word Recognition | 9 |
| Foreign Countries | 8 |
| Elementary School Students | 6 |
| Indo European Languages | 5 |
| Longitudinal Studies | 4 |
| Reading Difficulties | 4 |
| Spelling | 4 |
| Beginning Reading | 3 |
| Kindergarten | 3 |
| Alphabets | 2 |
| More ▼ | |
Source
Author
| Aarnoutse, C. A. J. | 2 |
| Aarnoutse, Cor A. J. | 2 |
| Snel, M. J. | 2 |
| Terwel, J. | 2 |
| Verhagen, Wim G. M. | 2 |
| van Leeuwe, J. F. J. | 2 |
| Bus, Adriana G. | 1 |
| Elbro, Carsten | 1 |
| Houter, Daphne | 1 |
| Kegel, Cornelia A. T. | 1 |
| Nielsen, Anne-Mette | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 9 |
| Reports - Research | 7 |
| Reports - Evaluative | 2 |
Education Level
| Grade 1 | 7 |
| Elementary Education | 5 |
| Early Childhood Education | 4 |
| Primary Education | 4 |
| Kindergarten | 3 |
| Grade 2 | 2 |
| Preschool Education | 1 |
Audience
Location
| Netherlands | 9 |
| Denmark | 1 |
Laws, Policies, & Programs
Assessments and Surveys
| Wechsler Intelligence Scale… | 1 |
What Works Clearinghouse Rating
Direct linkvan 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
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
Elbro, Carsten; de Jong, Peter F.; Houter, Daphne; Nielsen, Anne-Mette – Scientific Studies of Reading, 2012
There is a gap between "w..aa..sss" and "woz" ("was"). This is a gap between the output from a phonological recoding of a word and its lexical pronunciation. We suggest that ease of recognition of words from spelling pronunciations (like "w..aa..sss") contributes independent variance to word decoding ability…
Descriptors: Foreign Countries, Indo European Languages, Beginning Reading, Spelling
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
Kegel, Cornelia A. T.; Bus, Adriana G. – Journal of Child Psychology and Psychiatry, 2013
Background: The dopamine D4 receptor gene (DRD4) has been linked to attention deficit hyperactivity disorder (ADHD) and reading disorders. In this study, we examined whether diminished anticipatory dopamine cell firing--typical of the long variant of the DRD4 allele--is related to emergent and advanced alphabetic skills, and whether executive…
Descriptors: Genetics, Executive Function, Attention Deficit Hyperactivity Disorder, Correlation
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
Verhagen, Wim G. M.; Aarnoutse, Cor A. J.; van Leeuwe, Jan F. J – Applied Psycholinguistics, 2010
The influences of early phonological awareness and naming speed on Dutch children's later word spelling were investigated in a longitudinal study. Phonological awareness and naming speed predicted spelling in early Grade 1, later Grade 1, and later Grade 2. Phonological awareness, however, predominated over naming speed for the prediction of early…
Descriptors: Spelling, Structural Equation Models, Phonological Awareness, Word Recognition
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
Peer reviewedVan Bon, Wim H. J.; Uit De Haag, Inge J. C. A. F. – Reading and Writing: An Interdisciplinary Journal, 1997
Explores (1) the errors made by Dutch first graders in spelling syllable-initial and syllable-final consonant clusters; (2) error types that discriminate poorer spellers from better spellers; and (3) the relationship between these errors and those made when segmenting the same words. Finds the most prominent spelling error among poor spellers was…
Descriptors: Consonants, Dutch, Error Analysis (Language), Foreign Countries
