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Mind Mapping during Interactive Book Reading in Early Childhood Classrooms: Does It Support Young Children's Language Competence?
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Boerma, Inouk; van der Wilt, Femke; Bouwer, Renske; van der Schoot, Menno; van der Veen, Chiel – Early Education and Development, 2022
Research has shown that interactive book reading in early childhood classrooms contributes to children's language development. High quality interaction during book reading has been shown to be even more beneficial for children's language development, but more research is needed on which interaction practices really work, as there is great…
Descriptors: Cognitive Mapping, Reading Aloud to Others, Communicative Competence (Languages), Interaction
Supporting Braille Readers in Mathematical Practices Using the Braille Display in Coordination with the Speech Synthesizer
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van Leendert, Annemiek; Doorman, Michiel; Drijvers, Paul; Pel, Johan; van der Steen, Hans – Journal of the International Association of Special Education, 2020
It is difficult to read mathematical expressions in braille, whether or not in coordination with text to speech (TTS) synthesis. The researchers in this study investigated the effect of an intervention on the braille readers' performance in reading and comprehending mathematical expressions as well as the braille readers' ability to make…
Descriptors: Braille, Audio Equipment, Mathematics Instruction, Reading Comprehension
Contributing to Reading Comprehension through Science and Technology Education
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van Keulen, Hanno; Boendermaker, Conny – Design and Technology Education, 2020
In this study, an educational development approach is investigated aiming at improving reading comprehension outcomes in primary education through inquiry and design-based Science & Technology teaching. The context is societal pressure to increase the likelihood that more students, later in their life, will aspire for careers in…
Descriptors: Reading Comprehension, Science Education, Technology Education, Outcomes of Education
Connectives as Processing Signals: How Students Benefit in Processing Narrative and Expository Texts
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van Silfhout, Gerdineke; Evers-Vermeul, Jacqueline; Sanders, Ted – Discourse Processes: A multidisciplinary journal, 2015
Many young readers fail to construct a proper mental text representation, often due to a lack of higher-order skills such as making integrative and inferential links. In an eye-tracking experiment among 141 Dutch eighth graders, we tested whether coherence markers (moreover, after, because) improve students' online processing and their off-line…
Descriptors: Foreign Countries, Reading Comprehension, Eye Movements, Grade 8