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Children's Detection and Awareness of Textual Anomaly.
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Harris, Paul L.; And Others – Journal of Experimental Child Psychology, 1981
Two reading experiments demonstrated that 11-year-old children were more likely than 8-year-old children to identify textual anomalies. Results also indicated that an age change in comprehension monitoring need not be contingent upon a parallel age change in constructive processing as indexed by modulation of reading rate. (Author/DB)
Descriptors: Age Differences, Children, Elementary Education, Foreign Countries
The Use of Phonological and Orthographic Information by Normal and Poor Readers of Dutch.
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Assink, Egbert M. H.; Kattenberg, Goran P. A. – Reading and Writing: An Interdisciplinary Journal, 1995
Compares matched groups of normal and poor readers of Dutch. Assesses the way normal and poor readers automatically process phonological and orthographic incongruencies when comparing singular and plural of nouns. Investigates the automatized processing of uppercase-lowercase letter incongruencies. Concludes that poor readers not only have…
Descriptors: Comparative Analysis, Decoding (Reading), Foreign Countries, Phonology
Effects of Phonological Abilities and Linguistic Comprehension on the Development of Reading.
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de Jong, Peter F.; van der Leij, Aryan – Scientific Studies of Reading, 2002
Examines specific effects of phonological abilities and linguistic comprehension on the development of word-decoding ability and reading comprehension, respectively, of 141 Dutch children from the end of first grade to the end of third grade. Finds that partly different determinants underlie the development of word-decoding ability and reading…
Descriptors: Decoding (Reading), Foreign Countries, Phonology, Primary Education
Effects of the Training of a Word Learning Strategy.
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de Glopper, Kees; And Others – 1996
A study investigated the effect of training Dutch students to learn to derive word meanings from written context. Subjects, 64 grade 6 primary school children, were randomly divided into control and experimental groups. The experimental group followed eight lessons in their mothertongue (Dutch), while the control group followed their regular…
Descriptors: Context Clues, Decoding (Reading), Foreign Countries, Grade 6
The Importance of Being Literate: Reading Development in Primary School and Its Consequences for the School Career in Secondary Education.
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Boland, Theo – European Journal of Psychology of Education, 1993
Reports on an eight-year longitudinal study of Dutch children on the relationship of the development of reading ability in primary schools with general academic success. Finds that young children with reading problems in primary school keep them throughout their educational career. (CFR)
Descriptors: Academic Achievement, Academic Failure, Elementary Secondary Education, Foreign Countries
Development of Reading Skills in Dutch Primary Schools: Outcomes and Prospects.
Boland, Theodoor; Mommers, Martin J. C. – 1986
From l979 to l985, data were gathered from approximately 600 students in 24 Dutch elementary schools to determine changes occurring in the interrelationships among the reading skill components of decoding, reading comprehension, and spelling ability. Information for each student was obtained from reading performance test scores recorded at the end…
Descriptors: Child Development, Decoding (Reading), Elementary Education, Foreign Countries
The Development of Decoding Skills, Reading Comprehension and Spelling Skills in Dutch Primary Schools: A Longitudinal Investigation.
Mommers, Martin J. C.; Boland, Theo – 1987
This investigation--the first Dutch longitudinal research project on reading and spelling spanning the whole 6-year period of primary education--examined (1) whether it is possible to identify certain aspects of literacy--namely decoding skills, reading comprehension, and spelling skills--within verbal intelligence as latent variables, and…
Descriptors: Cognitive Development, Decoding (Reading), Elementary Education, Foreign Countries