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Early Productive Vocabulary Composition as Precursor of Dyslexia
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Maassen, Ben A. M.; Krikhaar, Evelien; van der Leij, Aryan; Fikkert, Paula – Journal of Speech, Language, and Hearing Research, 2022
Purpose: The aim of this study was to gain more insight into the linguistic characterization of dyslexia by investigating vocabulary acquisition. In a previous study, vocabulary at 17 months of age appeared to be related to familial risk (FR) of dyslexia. The aim of this study was to investigate how the differences in lexical composition further…
Descriptors: Expressive Language, Vocabulary Development, Dyslexia, At Risk Persons
Bidirectional Relations between Text Reading Prosody and Reading Comprehension in the Upper Primary School Grades: A Longitudinal Perspective
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Veenendaal, Nathalie J.; Groen, Margriet A.; Verhoeven, Ludo – Scientific Studies of Reading, 2016
The purpose of this study was to examine the directionality of the relationship between text reading prosody and reading comprehension in the upper grades of primary school. We compared 3 theoretical possibilities: Two unidirectional relations from text reading prosody to reading comprehension and from reading comprehension to text reading prosody…
Descriptors: Reading Comprehension, Elementary School Students, Longitudinal Studies, Foreign Countries
Developmental Relations between Reading Comprehension and Reading Strategies
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Muijselaar, Marloes M. L.; Swart, Nicole M.; Steenbeek-Planting, Esther G.; Droop, Mienke; Verhoeven, Ludo; de Jong, Peter F. – Scientific Studies of Reading, 2017
We examined the developmental relations between knowledge of reading strategies and reading comprehension in a longitudinal study of 312 Dutch children from the beginning of fourth grade to the end of fifth grade. Measures for reading comprehension, reading strategies, reading fluency, vocabulary, and working memory were administered. A structural…
Descriptors: Correlation, Reading Comprehension, Reading Strategies, Longitudinal Studies
Reading Comprehension Level and Development in Native and Language Minority Adolescent Low Achievers: Roles of Linguistic and Metacognitive Knowledge and Fluency
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Trapman, Mirjam; van Gelderen, Amos; van Schooten, Erik; Hulstijn, Jan – Reading & Writing Quarterly, 2017
In a longitudinal design, we measured 50 low-achieving adolescents' reading comprehension development from Grades 7 to 9. There were 24 native Dutch and 26 language minority students. In addition, we assessed the roles of (a) linguistic knowledge, (b) metacognitive knowledge, and (c) reading fluency in predicting both the level and growth of…
Descriptors: Reading Comprehension, Reading Achievement, Adolescents, Low Achievement
Phonological Processing and Word Reading in Typically Developing and Reading Disabled Children: Severity Matters
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de Groot, Barry J. A.; van den Bos, Kees P.; Minnaert, Alexander E. M. G.; van der Meulen, Bieuwe F. – Scientific Studies of Reading, 2015
In this study word reading (WR) fluency was used to dichotomously classify 1,598 Dutch children at different cutoffs, indicating (very) poor or (very) good reading performance. Analysis of variance and receiver operating characteristics were used to investigate the effects of rapid automatized naming (RAN) and phonemic awareness (PA) in predicting…
Descriptors: Phonological Awareness, Reading Processes, Reading Difficulties, Learning Disabilities
Effects of Individualised and Small-Group Guided Oral Reading Interventions on Reading Skills and Reading Attitude of Poor Readers in Grades 2-4
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Oostdam, Ron; Blok, Henk; Boendermaker, Conny – Research Papers in Education, 2015
To assess the efficacy of guided oral reading as a remedy for low-achieving readers, two experiments were conducted in the early grades of primary school. In the first, poor-reading students were randomly divided between two treatment groups and a control group. In treatment groups, the intervention was delivered one-to-one, either in a repeated…
Descriptors: Foreign Countries, Reading Skills, Reading Attitudes, Reading Difficulties