The significance of text in the teaching of reading in the early years

The goal of this study was (1) to investigate the development of decoding (efficiency), reading comprehension, vocabulary and spelling during the elementary school years and (2) to determine the differences between poor, average and good performers with regard to the development of these skills. Twice each year two standardized tests for each skill were administered. For two successive periods, one of the tests for each skill was the same. To describe the development in terms of a latent variable evolving across grades, the structured-means version of the structural equation model was used. The growth was expressed in terms of effect size. With respect to the first question, clear seasonal effects were found for reading comprehension, vocabulary and spelling, while the seasonal effect for decoding efficiency was restricted to the early grades. Progress tended to be greater from fall to spring than from spring to fall. For decoding efficiency, and to a lesser degree for vocabulary and spelling, growth showed a declining trend across grades. For reading comprehension, the progress in grade 2 was lower than the progress in grade 3, but progress was declining across higher grades. With respect to the second question, it appeared that initially low performers on reading comprehension, vocabulary and spelling tended to show a greater progress, especially in periods where the largest amount of instruction was given. Although it was found that the low, medium and high ability groups remain in the same order, as far as their means are concerned, these findings do not confirm the existence of a Matthew effect for reading comprehension, vocabulary and spelling. For decoding efficiency no clear differential effect could be found: the gap between the poor and good performers did not widen over time for this skill

Prediction of word recognition in the first half of grade 1

Item does not contain fulltextEarly detection of reading problems is important to prevent an enduring lag in reading skills. We studied the relationship between speed of word recognition (after six months of grade 1 education) and four kindergarten pre-literacy skills: letter knowledge, phonological awareness and naming speed for both digits and letters. Our sample consisted of 178 pupils divided over seven classes. In agreement with the literature, we found that all four kindergarten tests were related to speed of word recognition in grade 1. We also performed a multiple regression analysis with a set of background variables and the four kindergarten tests. The model explained 53% of the variance in speed of word recognition. However, only letter knowledge and naming speed for digits had a significant direct effect. Our conclusion is, nevertheless, that all four kindergarten tests should be used to identify children at risk for reading problems.10 p

Spatial Reference in Momu

Spatial reference - how we communicate notions such as location, motion and direction - is an important area of current research. Recent studies involving detailed analysis of geographically and typologically diverse languages have uncovered extensive and unexpected variation in the means languages utilise to encode spatial relations. This thesis aims to contribute to the growing body of knowledge about the cross-linguistic representation of the spatial domain. It is an analysis of fieldwork data which was collected for a preliminary investigation into the spatial reference system of Momu (also known as Fas), a Kwomtari language spoken in the West Sepik region of Papua New Guinea. The analysis focuses on descriptions of static location, motion and the use of frames of reference. In Momu, all basic locative, directional and motion verbs are deictically anchored, such that there are few expressions of spatial reference that do not obligatorily require deictic specification. This thesis demonstrates the particular attention Momu pays to the specification of deixis across all major sub-areas of the spatial domain.Australian Research Council [William Foley, Chief Investigator

Does weight impact anidulafungin pharmacokinetics?

Pharmacolog

Ontwikkeling van beginnende geletterdheid

Contains fulltext : 19451.pdf (publisher's version ) (Open Access)56 p

Knowledge acquisition in specific learning domain": language [conferentieverslag]

Contains fulltext : 62110.pdf (publisher's version ) (Open Access

De ontwikkeling van het fonemisch bewustzijn in de eerste weken van het formele leesonderwijs

Contains fulltext : 56730.pdf (publisher's version ) (Open Access)National (Dutch) and international research has shown phonemic awareness to be well developed at the start of formal reading instruction. Pupils score high on tests relating to phonemic synthesis (/p/-/oe/-/s/ yields /poes/) and phonemic analysis (/poes/ yields /p/-/oe/-/s/). However, these studies concern accuracy only, not speed. Our study shows the development of accuracy as well as speed of phonemic analysis in the second, sixth and tenth week. Accuracy is shown to be high already by the second week of formal instruction and virtually reaches a ceiling by the tenth week. Speed increases in the course of the measurements, with the greatest gain between the first measurement (in the second week) and the second (in the tenth week). However, despite high overall gains in test completion speed, considerable differences were found between individual pupils. Correlations between accuracy of phonemic analysis during the early stages of formal reading instruction and word recognition after four months were found to be low. Correlations between speed of phonemic analysis and word recognition after four months were somewhat higher but lower than expected. Apparently, success on these tasks is not a good predictor of reading performance.20 p

Schrijfonderwijs in de praktijk

Contains fulltext : 63395-OA.pdf (publisher's version ) (Open Access

Veel oudere kleuters kunnen al lezen

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