Comprehension and navigation of networked hypertexts

Contains fulltext : 191141.pdf (Publisher’s version ) (Open Access)This study aims to investigate secondary school students' reading comprehension and navigation of networked hypertexts with and without a graphic overview compared to linear digital texts. Additionally, it was studied whether prior knowledge, vocabulary, verbal, and visual working memory moderated the relation between text design and comprehension. Therefore, 80 first-year secondary school students read both a linear text and a networked hypertext with and without a graphical overview. Logfiles registered their navigation. After reading the text, students answered textbased multiple choice questions and drew mindmaps to assess their structural knowledge of each text content. It was found that both textbased and structural knowledge were lower after reading a networked hypertext than a linear text, especially in students with lower levels of vocabulary. Students took generally more time to read the hypertext than the linear text. We concluded that networked hypertexts are more challenging to read than linear texts and that students may benefit from explicit training on how to read hypertexts.9 p

School als een beschermende factor in de sociaal-emotionele ontwikkeling van dove kinderen

Contains fulltext : 56594.pdf (publisher's version ) (Open Access

Regulier basisonderwijs voor dove kinderen, een lonkend perspectief?

Contains fulltext : 64631.pdf (author's version ) (Open Access)inaugural address RU, 24 juni 200424 p

Dove en slechthorende kinderen

Contains fulltext : 90197.pdf (publisher's version ) (Closed access

Cochleaire implantatie bij dove kinderen: Effecten op de ontwikkeling en mogelijke gevolgen voor pedagogisch beleid

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Foundations for language development in deaf children and the consequences for communication choices

Item does not contain fulltextIn this chapter the communicative foundations for language development in general and those for deaf children in particular are explored. Special attention is paid to the importance of access to language, availability of language (in terms of quantity and quality of language contacts and language users), individual processing capacities, and time course (in terms of windows of opportunity). Subsequently, implications for the choices parents have in communicating with their young deaf child will be outlined and ways will be discussed how these choices may be informed at an individual level (psychoeducation, assessment) and how they may be monitored (process and outcomes) and, if necessary, adapted. In this respect the chapter builds upon the need for flexibility in language policy in deaf education as advocated in Knoors and Marschark (2012)

Dove en slechtziende kinderen

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'Goede praktijken' in 'onze' pedagogiek. Van theoretisch conept tot praktisch hanteerbaar kwaliteitsinstrument

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