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Direct linkOkkinga, M.; van Gelderen, A. J. S.; van Schooten, E.; van Steensel, R.; Sleegers, P. J. C. – Reading and Writing: An Interdisciplinary Journal, 2023
Prior studies suggest that teaching reading strategies promotes reading comprehension in adolescents who have difficulties with reading comprehension, yet the results of those studies are mixed. Individual differences in students' vocabulary knowledge may explain these mixed results. This article examines to what extent vocabulary knowledge…
Descriptors: Vocabulary, Knowledge Level, Instructional Effectiveness, Reading Instruction
Kuster, Sanne M.; van Weerdenburg, Marjolijn; Gompel, Marjolein; Bosman, Anna M. T. – Annals of Dyslexia, 2018
In two experiments, the claim was tested that the font "Dyslexie", specifically designed for people with dyslexia, eases reading performance of children with (and without) dyslexia. Three questions were investigated. (1) Does the Dyslexie font lead to faster and/or more accurate reading? (2) Do children have a preference for the Dyslexie…
Descriptors: Layout (Publications), Visual Aids, Dyslexia, Reading Rate
Wassenburg, Stephanie I.; Bos, Lisanne T.; de Koning, Björn B.; van der Schoot, Menno – Discourse Processes: A multidisciplinary journal, 2015
Grounded within the situation model framework, this study investigated the effectiveness of a reading comprehension strategy training aimed at improving children's comprehension monitoring strategies. Sixty-four third and fourth graders received a 4-week training targeted at situation model updating, evaluative and self-regulatory strategies, and…
Descriptors: Elementary School Students, Reading Comprehension, Reliability, Identification
Peer reviewedvan Daal, Victor H. P.; And Others – Journal of Experimental Child Psychology, 1994
Examined whether children with reading problems could be taught to use multiletter patterns in word decoding. Testing used practiced words and similar and dissimilar nonpracticed words. Found that all types of practice were beneficial for the recognition of practiced words transfer to the reading of novel words appeared only when graphemic and…
Descriptors: Decoding (Reading), Elementary School Students, Foreign Countries, Reading Difficulties
Peer reviewedKappers, E. Jan – Journal of Learning Disabilities, 1997
Integrated treatment methods of neuropsychological and cognitive origin were evaluated with 80 Dutch children (ages 6-15) with severe dyslexia. Treatment with flash cards, which exercised automatic letter-sound conversions, had a robust and slight effect in preclinical and clinical phases respectively, whereas hemisphere stimulation produced…
Descriptors: Brain Hemisphere Functions, Cognitive Processes, Dyslexia, Elementary Secondary Education
Download full textWalraven, Miriam; Reitsma, Pieter – 1992
A study determined the effectiveness of strategy instruction for children with reading problems. Subjects, 24 Dutch children in grades 4 to 6 from 2 schools for special education associated with a clinic for intensive child care, were divided into a control group and an experimental group. The experimental program consisted of 13-14 lessons, each…
Descriptors: Elementary School Students, Foreign Countries, Instructional Effectiveness, Intermediate Grades
Tomesen, Marieke; Aarnoutse, Cor – 1997
A study examined the effectiveness of a training program in deriving word meanings through morphological analysis and from context. Subjects were 31 fourth-grade average and poor readers from 8 Dutch elementary schools. Four groups of students were assigned to the experimental group and four groups were assigned to the control group. The…
Descriptors: Comparative Analysis, Context Clues, Foreign Countries, Grade 4
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
International Association for Development of the Information Society, 2012
The IADIS CELDA 2012 Conference intention was to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There had been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a…
Descriptors: Academic Achievement, Academic Persistence, Academic Support Services, Access to Computers
