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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
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
Peer reviewedReitsma, Pytter – Journal of Research in Reading, 1983
Shows that Dutch children acquire and use lexical entries containing specific information about visual-orthographic structure quite early, even after only six months of formal training in reading. (FL)
Descriptors: Beginning Reading, Foreign Countries, Phoneme Grapheme Correspondence, Primary Education
