Peter F de Jong
Datos Biográficos
| ID | 5707678 |
|---|---|
| NOMBRE | Peter F de Jong |
| NOMBRES | Peter F |
| APELLIDO | de Jong |
| FIRMA | DE JONG P F |
| AFILIACIONES | University of Amsterdam |
| ORCID | 0000-0002-8806-0563 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 25 |
| TOTAL DE CITAS | 52 |
| TOTAL COMO AUTOR | 25 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1988 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 3 |
Dosage Explains Individual Differences in the Outcomes of a Prevention Program for Literacy Problems
The role of transformational leadership and an experienced team in sustaining a technology enhanced learning intervention in schools
Studies on school factors contributing to sustaining innovations hardly focused on differences across schools. We investigated school factors that are associated with the sustained implementation of a technology enhanced intervention across 59 Dutch elementary schools. Educational professionals of these schools ( n = 551) rated various school factors and the sustained implementation of the intervention. Data were analyzed by two-level regression …
Understanding the interplay between teacher self-efficacy, teacher–student interactions, and students’ self-regulated learning skills at different levels of classroom ecology
Introduction Studies pinpoint the importance of exploring factors in the classroom environment that might foster students’ SRL-skills in various domains. This study explored specific teacher and classroom factors, including self-efficacy for SRL-skills (TSE) and teacher–student interactions in relation to students’ self-regulated learning skills in various domains (metacognitive, motivational, and behavioral). Additionally, the moderating role of…
Impact of word‐to‐text integration processes on reading comprehension development in English as a second language
Background Word‐to‐text integration (WTI) can be challenging for second‐language (L2) learners, although it can positively contribute to reading comprehension. The present study examined the role of WTI, after controlling for decoding, vocabulary and morphosyntactic awareness, in predicting English as an L2 reading comprehension development in 441 Dutch seventh‐grade students. Methods At the beginning (Time 1 [T1]) and the end (Time 2 [T2]) of th…
The relational side of teachers' self-efficacy
Although much is known about the sources of teachers' self-efficacy (TSE), less attention has been paid to the social-contextual specificity of TSE and the processes influencing the relevance of TSE information sources. This study investigated both dyad-level relationships and the classroom relational climate as predictors of TSE at the student and classroom level. Additionally, we explored two competing hypotheses-assimilation and contrast-artic…
Perceived negative consequences of dyslexia
Perceived negative consequences of dyslexia entail the degree to which an individual perceives negative outcomes, such as low academic achievement or feelings of anxiety and depression, and attributes these experiences to the disorder. In the current study, we examined how perceived consequences of dyslexia are influenced by person and environmental factors. Perceived consequences were evaluated for the academic domain and the domain of mental he…
The unique contribution of vocabulary in the reading development of English as a foreign language
The opaque English orthography complicates learning to read, as irregular words, such as the word pint , cannot be Addread accurately by decoding. Studies with first language (L1) English children show that vocabulary facilitates word reading, especially in the case of irregular words. It is unclear whether this influence of vocabulary extends to children learning to read English as a foreign language (EFL). When learning EFL, words are often enc…
Using relationship-focused reflection to improve teacher–child relationships and teachers' student-specific self-efficacy
The present study evaluated whether LLInC (Leerkracht-Leerling Interactie Coaching in Dutch, or Teacher-Student Interaction Coaching), a teacher-based coaching-intervention, yielded improvements in dyadic affective teacher-child relationships in elementary school (Grades 2-6). Based on attachment theory, LLInC aims to foster more flexible and differentiated mental representations of teachers' relationships with individual children with whom they …
Prevention of reading difficulties in children with and without familial risk
In a randomized-controlled trial we tested a computer-assisted intervention for the prevention of reading difficulties, delivered by nonprofessional tutors, running from kindergarten to halfway Grade 2. The full sample included 123 prereaders (M = 5; 6 years; 56 intervention; 67 controls) with low preliteracy skills. Parents were sent a questionnaire to assess family risk (FR) for reading difficulties. There was no intervention effect in the full…
Developmental profiles of reading fluency and reading comprehension from grades 1 to 9 and their early identification
This study examined developmental profiles of reading fluency and reading comprehension in Grades 1 to 9 (ages 7 to 15) in a large Finnish sample ( N = 2,518). In addition, early predictors of the profiles were analyzed with respect to kindergarten cognitive skills (phonological awareness, letter knowledge, rapid automized naming [RAN], number counting, word reading, vocabulary, and listening comprehension), parental factors (level of education, …
Reading and Spelling Development Across Languages Varying in Orthographic Consistency
We examined the cross-lagged relations between reading and spelling in five alphabetic orthographies varying in consistency (English, French, Dutch, German, and Greek). Nine hundred and forty-one children were followed from Grade 1 to Grade 2 and were tested on word and pseudoword reading fluency and on spelling to dictation. Results indicated that the relations across languages were unidirectional: Earlier reading predicted subsequent spelling. …
Phonological Awareness and Rapid Automatized Naming as Longitudinal Predictors of Reading in Five Alphabetic Orthographies with Varying Degrees of Consistency
Although phonological awareness (PA) and rapid automatized naming (RAN) are confirmed as early predictors of reading in a large number of orthographies, it is as yet unclear whether the predictive patterns are universal or language specific. This was examined in a longitudinal study across Grades 1 and 2 with 1,120 children acquiring one of five alphabetic orthographies with different degrees of orthographic complexity (English, French, German, D…
Universal and language-specific predictors of early word reading in a foreign language
A central question in the field of foreign language acquisition is whether the processes involved in reading development in a foreign language are universal or dependent on characteristics of the specific language involved. We investigated the impact of orthographic depth and writing system on word reading acquisition in a foreign orthography, by studying children who are proficient readers in the transparent alphabetic Dutch orthography and who …
Why Are Home Literacy Environment and Children's Reading Skills Associated? What Parental Skills Reveal
Associations between home literacy environment and children's reading ability are often assumed to reflect a direct influence. However, heritability could account for the association between parent and child literacy‐related measures. We used data from 101 mother/father/child triads to consider the extent to which associations between home literacy and children's reading fluency could be accounted for by parental reading fluency. Although home li…
Risk and protective factors in gifted children with dyslexia
This study investigated risk and protective factors associated with dyslexia and literacy development, both at the group and individual level, to gain more insight in underlying cognitive profiles and possibilities for compensation in high-IQ children. A sample of 73 Dutch primary school children included a dyslexic group, a gifted-dyslexic group, and a borderline-dyslexic group (i.e., gifted children with relative literacy problems). Children we…
Reading fluency and speech perception speed of beginning readers with persistent reading problems
This study investigated the role of speech perception accuracy and speed in fluent word decoding of reading disabled (RD) children. A same-different phoneme discrimination task with natural speech tested the perception of single consonants and consonant clusters by young but persistent RD children. RD children were slower than chronological age (CA) controls in recognizing identical sounds, suggesting less distinct phonemic categories. In additio…
Rapid automatic naming
Effects of Phonological Abilities and Linguistic Comprehension on the Development of Reading
Specific effects of phonological abilities and linguistic comprehension on the development of word-decoding ability and reading comprehension, respectively, were examined in a longitudinal study with 141 Dutch children from the end of first grade to the end of third grade. In first grade, measures were administered for phonological awareness and serial rapid naming and for vocabulary and listening comprehension. Word-decoding speed and reading co…
Specific contributions of phonological abilities to early reading acquisition
Scales for Teachers' Assessment of Inhibition and Security Seeking in Kindergarten Children
For young children separation from their primary caregivers can give rise to feelings of emotional insecurity, which are manifested by inhibition of behavior and seeking security from a substitute caregiver. The present study examined the quality of two new scales, the Inhibition Scale and the Security Seeking Scale, developed for teachers' assessment of inhibition and security-seeking behaviors. Participants were 121 kindergarten children. Relia…
Home Literacy
S In tnis prospective study home literacy is considered a multifaceted phenomenon consisting of a frequency or exposure facet (opportunity), an instruction quality facet, a parent‐child cooperation facet, and a social‐emotional quality facet. In a multiethnic, partly bilingual sample of 89 families with 4‐year‐old children, living in inner‐city areas in the Netherlands, measures of home literacy were taken by means of interviews with the parents …
Validity of the Amsterdam Child Behavior Checklist
The Amsterdam Child Behavior Checklist is a short behavior checklist meant to distinguish between attention problems and several other common behavioral and emotional problems of children in primary education. The list has four scales, Attention Behavior, Restlessness, Aggressive Behavior, and Fear/Uncertainty. We examined the relationships among the scores on the scales and similar scales of the Teacher Report Form, the teachers' version of the …
The relationship between students' behaviour at home and attention and achievement in elementary school
In this study a model is proposed in which attention in the classroom is supposed to mediate the relationship between home background factors and achievement in school. Home background factors in the study were the socioeconomic status of the parents (SES) and the amount of problem behaviour of the child at home. The latter was supposed to be an indicator of the adequacy of parental discipline practices. For attention a distinction is made betwee…
An Application of the Prototype Scale Construction Strategy to the Assessment of Student Motivation
In this study, the prototype strategy was used to develop scales for the assessment of student motivation In a prestudy, teachers generated student behaviors for each pole of the motivation dimension The prototypicality of the motivated and unmotivated behaviors for the respective poles of the dimension was rated by panels of junior high school students On the basis of these ratings, scales were constructed which differed in the mean‐rated protot…
Structure of causes for success and failure
Home Literacy
S In tnis prospective study home literacy is considered a multifaceted phenomenon consisting of a frequency or exposure facet (opportunity), an instruction quality facet, a parent‐child cooperation facet, and a social‐emotional quality facet. In a multiethnic, partly bilingual sample of 89 families with 4‐year‐old children, living in inner‐city areas in the Netherlands, measures of home literacy were taken by means of interviews with the parents …
Why Are Home Literacy Environment and Children's Reading Skills Associated? What Parental Skills Reveal
Associations between home literacy environment and children's reading ability are often assumed to reflect a direct influence. However, heritability could account for the association between parent and child literacy‐related measures. We used data from 101 mother/father/child triads to consider the extent to which associations between home literacy and children's reading fluency could be accounted for by parental reading fluency. Although home li…
Developmental profiles of reading fluency and reading comprehension from grades 1 to 9 and their early identification
This study examined developmental profiles of reading fluency and reading comprehension in Grades 1 to 9 (ages 7 to 15) in a large Finnish sample ( N = 2,518). In addition, early predictors of the profiles were analyzed with respect to kindergarten cognitive skills (phonological awareness, letter knowledge, rapid automized naming [RAN], number counting, word reading, vocabulary, and listening comprehension), parental factors (level of education, …
Universal and language-specific predictors of early word reading in a foreign language
A central question in the field of foreign language acquisition is whether the processes involved in reading development in a foreign language are universal or dependent on characteristics of the specific language involved. We investigated the impact of orthographic depth and writing system on word reading acquisition in a foreign orthography, by studying children who are proficient readers in the transparent alphabetic Dutch orthography and who …
Structure of causes for success and failure
An Application of the Prototype Scale Construction Strategy to the Assessment of Student Motivation
In this study, the prototype strategy was used to develop scales for the assessment of student motivation In a prestudy, teachers generated student behaviors for each pole of the motivation dimension The prototypicality of the motivated and unmotivated behaviors for the respective poles of the dimension was rated by panels of junior high school students On the basis of these ratings, scales were constructed which differed in the mean‐rated protot…
Structure of causes for success and failure
The relationship between students' behaviour at home and attention and achievement in elementary school
In this study a model is proposed in which attention in the classroom is supposed to mediate the relationship between home background factors and achievement in school. Home background factors in the study were the socioeconomic status of the parents (SES) and the amount of problem behaviour of the child at home. The latter was supposed to be an indicator of the adequacy of parental discipline practices. For attention a distinction is made betwee…
Validity of the Amsterdam Child Behavior Checklist
The Amsterdam Child Behavior Checklist is a short behavior checklist meant to distinguish between attention problems and several other common behavioral and emotional problems of children in primary education. The list has four scales, Attention Behavior, Restlessness, Aggressive Behavior, and Fear/Uncertainty. We examined the relationships among the scores on the scales and similar scales of the Teacher Report Form, the teachers' version of the …
Home Literacy
S In tnis prospective study home literacy is considered a multifaceted phenomenon consisting of a frequency or exposure facet (opportunity), an instruction quality facet, a parent‐child cooperation facet, and a social‐emotional quality facet. In a multiethnic, partly bilingual sample of 89 families with 4‐year‐old children, living in inner‐city areas in the Netherlands, measures of home literacy were taken by means of interviews with the parents …
Specific contributions of phonological abilities to early reading acquisition
Scales for Teachers' Assessment of Inhibition and Security Seeking in Kindergarten Children
For young children separation from their primary caregivers can give rise to feelings of emotional insecurity, which are manifested by inhibition of behavior and seeking security from a substitute caregiver. The present study examined the quality of two new scales, the Inhibition Scale and the Security Seeking Scale, developed for teachers' assessment of inhibition and security-seeking behaviors. Participants were 121 kindergarten children. Relia…
Effects of Phonological Abilities and Linguistic Comprehension on the Development of Reading
Specific effects of phonological abilities and linguistic comprehension on the development of word-decoding ability and reading comprehension, respectively, were examined in a longitudinal study with 141 Dutch children from the end of first grade to the end of third grade. In first grade, measures were administered for phonological awareness and serial rapid naming and for vocabulary and listening comprehension. Word-decoding speed and reading co…
Rapid automatic naming
Reading fluency and speech perception speed of beginning readers with persistent reading problems
This study investigated the role of speech perception accuracy and speed in fluent word decoding of reading disabled (RD) children. A same-different phoneme discrimination task with natural speech tested the perception of single consonants and consonant clusters by young but persistent RD children. RD children were slower than chronological age (CA) controls in recognizing identical sounds, suggesting less distinct phonemic categories. In additio…
Risk and protective factors in gifted children with dyslexia
This study investigated risk and protective factors associated with dyslexia and literacy development, both at the group and individual level, to gain more insight in underlying cognitive profiles and possibilities for compensation in high-IQ children. A sample of 73 Dutch primary school children included a dyslexic group, a gifted-dyslexic group, and a borderline-dyslexic group (i.e., gifted children with relative literacy problems). Children we…
Why Are Home Literacy Environment and Children's Reading Skills Associated? What Parental Skills Reveal
Associations between home literacy environment and children's reading ability are often assumed to reflect a direct influence. However, heritability could account for the association between parent and child literacy‐related measures. We used data from 101 mother/father/child triads to consider the extent to which associations between home literacy and children's reading fluency could be accounted for by parental reading fluency. Although home li…
Universal and language-specific predictors of early word reading in a foreign language
A central question in the field of foreign language acquisition is whether the processes involved in reading development in a foreign language are universal or dependent on characteristics of the specific language involved. We investigated the impact of orthographic depth and writing system on word reading acquisition in a foreign orthography, by studying children who are proficient readers in the transparent alphabetic Dutch orthography and who …
Phonological Awareness and Rapid Automatized Naming as Longitudinal Predictors of Reading in Five Alphabetic Orthographies with Varying Degrees of Consistency
Although phonological awareness (PA) and rapid automatized naming (RAN) are confirmed as early predictors of reading in a large number of orthographies, it is as yet unclear whether the predictive patterns are universal or language specific. This was examined in a longitudinal study across Grades 1 and 2 with 1,120 children acquiring one of five alphabetic orthographies with different degrees of orthographic complexity (English, French, German, D…
Reading and Spelling Development Across Languages Varying in Orthographic Consistency
We examined the cross-lagged relations between reading and spelling in five alphabetic orthographies varying in consistency (English, French, Dutch, German, and Greek). Nine hundred and forty-one children were followed from Grade 1 to Grade 2 and were tested on word and pseudoword reading fluency and on spelling to dictation. Results indicated that the relations across languages were unidirectional: Earlier reading predicted subsequent spelling. …
The unique contribution of vocabulary in the reading development of English as a foreign language
The opaque English orthography complicates learning to read, as irregular words, such as the word pint , cannot be Addread accurately by decoding. Studies with first language (L1) English children show that vocabulary facilitates word reading, especially in the case of irregular words. It is unclear whether this influence of vocabulary extends to children learning to read English as a foreign language (EFL). When learning EFL, words are often enc…
Using relationship-focused reflection to improve teacher–child relationships and teachers' student-specific self-efficacy
The present study evaluated whether LLInC (Leerkracht-Leerling Interactie Coaching in Dutch, or Teacher-Student Interaction Coaching), a teacher-based coaching-intervention, yielded improvements in dyadic affective teacher-child relationships in elementary school (Grades 2-6). Based on attachment theory, LLInC aims to foster more flexible and differentiated mental representations of teachers' relationships with individual children with whom they …
Prevention of reading difficulties in children with and without familial risk
In a randomized-controlled trial we tested a computer-assisted intervention for the prevention of reading difficulties, delivered by nonprofessional tutors, running from kindergarten to halfway Grade 2. The full sample included 123 prereaders (M = 5; 6 years; 56 intervention; 67 controls) with low preliteracy skills. Parents were sent a questionnaire to assess family risk (FR) for reading difficulties. There was no intervention effect in the full…
Developmental profiles of reading fluency and reading comprehension from grades 1 to 9 and their early identification
This study examined developmental profiles of reading fluency and reading comprehension in Grades 1 to 9 (ages 7 to 15) in a large Finnish sample ( N = 2,518). In addition, early predictors of the profiles were analyzed with respect to kindergarten cognitive skills (phonological awareness, letter knowledge, rapid automized naming [RAN], number counting, word reading, vocabulary, and listening comprehension), parental factors (level of education, …
Perceived negative consequences of dyslexia
Perceived negative consequences of dyslexia entail the degree to which an individual perceives negative outcomes, such as low academic achievement or feelings of anxiety and depression, and attributes these experiences to the disorder. In the current study, we examined how perceived consequences of dyslexia are influenced by person and environmental factors. Perceived consequences were evaluated for the academic domain and the domain of mental he…
Understanding the interplay between teacher self-efficacy, teacher–student interactions, and students’ self-regulated learning skills at different levels of classroom ecology
Introduction Studies pinpoint the importance of exploring factors in the classroom environment that might foster students’ SRL-skills in various domains. This study explored specific teacher and classroom factors, including self-efficacy for SRL-skills (TSE) and teacher–student interactions in relation to students’ self-regulated learning skills in various domains (metacognitive, motivational, and behavioral). Additionally, the moderating role of…
Impact of word‐to‐text integration processes on reading comprehension development in English as a second language
Background Word‐to‐text integration (WTI) can be challenging for second‐language (L2) learners, although it can positively contribute to reading comprehension. The present study examined the role of WTI, after controlling for decoding, vocabulary and morphosyntactic awareness, in predicting English as an L2 reading comprehension development in 441 Dutch seventh‐grade students. Methods At the beginning (Time 1 [T1]) and the end (Time 2 [T2]) of th…
The relational side of teachers' self-efficacy
Although much is known about the sources of teachers' self-efficacy (TSE), less attention has been paid to the social-contextual specificity of TSE and the processes influencing the relevance of TSE information sources. This study investigated both dyad-level relationships and the classroom relational climate as predictors of TSE at the student and classroom level. Additionally, we explored two competing hypotheses-assimilation and contrast-artic…
The role of transformational leadership and an experienced team in sustaining a technology enhanced learning intervention in schools
Studies on school factors contributing to sustaining innovations hardly focused on differences across schools. We investigated school factors that are associated with the sustained implementation of a technology enhanced intervention across 59 Dutch elementary schools. Educational professionals of these schools ( n = 551) rated various school factors and the sustained implementation of the intervention. Data were analyzed by two-level regression …
Dosage Explains Individual Differences in the Outcomes of a Prevention Program for Literacy Problems
Psychology (23 obras) · Linguistics (15 obras) · Reading and Literacy Development (15 obras) · Developmental psychology (13 obras) · Cognitive psychology (11 obras) · Reading (process) (11 obras) · Mathematics education (9 obras) · Cognition (7 obras) · Computer Science (7 obras) · Fluency (6 obras)