Kees De Glopper
Biographic Data
| ID | 154287 |
|---|---|
| NAME | Kees De Glopper |
| GIVEN NAMES | Kees |
| FAMILY NAME | De Glopper |
| SIGNATURE | DE GLOPPER K |
| AFFILIATIONS | University of Groningen |
| ORCID | 0000-0002-5849-6593 |
| VERIFIED | Yes |
| TOTAL WORKS | 24 |
| TOTAL CITATIONS | 76 |
| AUTHOR COUNT | 24 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1998 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 4 |
Are we jumping into a gap?” A study of the interplay between theoretical input and practical knowledge during noticing as reasoning of a lesson study team in initial teacher education
Using sociocultural discourse analysis, we examined when and how a Lesson Study team in initial teacher education integrated theoretical input with practical knowledge when reasoning about subject-specific learning by and teaching of their pupils. We found 10 reasoning sequences in which theoretical input helped student teachers externalize their practical knowledge and reflect on the relation between practical knowledge and theoretical input. Th…
Children's discussions about texts
This paper examines how primary school students discuss deeper comprehension and evaluation of text, while involved in dialogic reading in the context of inquiry learning. It takes a conversation analytic perspective on reading for understanding and critical reading. Analysis of the conversational details of peer talk, revealed how students collaboratively construct deeper meaning of text and take a more critical stance toward the text by means o…
Noticing as reasoning in Lesson Study teams in initial teacher education
In the current study on noticing as reasoning of Lesson Study (LS)-teams in initial teacher education (ITE), we analyzed the reasoning two mixed LS-teams set up about pupils' subject-related learning of. Both teams consisted of a student teacher and experienced teachers. Both teams paid more attention to identification (describing pupils‘ learning behavior) and planning elements (considering and deciding how to act) than to interpretation element…
How primary school children address reading problems in dialogic reading
In dialogic reading during inquiry learning settings in primary school, pupils read, think and talk together about text fragments for answering their research questions. In this process, pupils may encounter reading problems, regarding word identification or meaning. Conversation analysis is used to demonstrate how these reading problems are collaboratively addressed. Word identification problems are mostly signalled implicitly during the genuine…
Asking for more
This paper addresses the ways in which teachers in whole-class discussions invite students to elaborate their previous turn. Our conversation analytic study uncovers that the teachers’ invitations are prompted by elicited as well as spontaneous student turns of both subjective and factual nature. While giving the students the space to expand on their previous turn, most invitations nevertheless steer towards a specific type of response, namely an…
Text formulations as practices of demonstrating understanding in dialogic reading
This paper examines text formulations in the interaction between peers in primary school during dialogic reading, in inquiry learning settings. In this context pupils collaboratively use information from texts to answer their research questions. The data analyzed include 25 excerpts of pupils demonstrating understanding of text. We used Conversation Analysis to analyze how pupils demonstrate their understanding by the use of text formulations, as…
Sharing knowledge with peers
In focus for this study are epistemic displays in peer talk, throughout collaborative writing events in the context of inquiry learning. Conversational data was obtained from small groups of primary school students (aged 8–12 years). By means of Conversation Analysis, we found that epistemic displays are produced as (i) accounts, (ii) responses to a request for information, (iii) other-corrections, and with reference to the propositional content …
Text selection proposals in dialogic reading in primary school
In dialogic reading during inquiry learning in primary school, pupils read, think and talk together about text fragments for answering their research questions. This paper demonstrates from a conversational analytic perspective, how the shared activity of text selection is constructed in a goal oriented conversation and how text selection proposals are used. Two main practices are identified depending on the situation: (1) when all participants a…
Shared reading at kindergarten
This paper presents a single case-study of a longitudinal shared reading programme that took place in Dutch kindergartens with first language speakers of 4 to 6 years old. As will be shown, children participate both in a traditional instructional structure and in a participation framework characterised by a more or less free discussion. These structures establish an optimal learning environment both together and in relationship to each other. Our…
Effect of Explicit and Implicit Instruction on Free Written Response Task Performance
A classroom study was designed to test the hypothesis that explicit knowledge is used by second‐language (L2) learners in a free written response task if that knowledge is present. Eighty‐one 12–18‐year‐old learners of Dutch as an L2 took part in a computer‐assisted language learning experiment receiving either explicit or implicit instruction about two grammar structures. The ability to use these structures was measured at three points in time b…
Modeling the Development of L1 and EFL Writing Proficiency of Secondary School Students
This longitudinal study investigates the development of writing proficiency in English as a foreign language (EFL), in contrast to the development of first language (L1) writing proficiency in Dutch L1, in a sample of almost 400 secondary school students in the Netherlands. Students performed several writing tasks in both languages in three consecutive years. Furthermore, data were collected about students' metacognitive and linguistic knowledge …
The development of early sociodramatic play
In this article we study the beginnings of sociodramatic play. We examine the pretend play interactions of a Dutch girl, Peggy, and focus on her transition into sociodramatic play. Initially, Peggy interprets only some elements of her play interactions at the pretend level. At age 2;9, Peggy shows symbolic substitution for objects and actions. In the course of seven months, the features participants, roles and place gradually become substituted a…
Inhibition or Compensation? A Multidimensional Comparison of Reading Processes in Dutch and English
This article examines 2 hypotheses about processing of global text content in second language reading: the inhibition hypothesis and the compensation hypothesis. A 3-dimensional classification scheme is used to compare 22 Dutch high school students' reading strategies in Dutch and English. Results show that the readers use higher proportions of Language-Oriented strategies, Regulatory strategies, and Above-Clause strategies in English than in Dut…
Validating a test of second language written lexical retrieval
Lexical retrieval is an essential subprocess of language production and crucial in fluent writing and speaking. In this study we discuss a new measure of the speed of written lexical retrieval in a second language, the Written Productive Translation Task (WPTT). In contrast to Picture Naming tasks, the WPTT is not restricted to concrete nouns and verbs that can be depicted by pictures. The WPTT can also test combinations of words. Moreover, the W…
Development of attitude toward reading adolescent literature and literary reading behavior
Roles of linguistic knowledge, metacognitive knowledge and processing speed in L3, L2 and L1 reading comprehension
In this article we present an analysis of the relationship between L3 reading comprehension and its constituent skills for bilingual Dutch students for whom English is a third language(L3) compared to monolingual Dutch students for whom English is a second language(L2). An analogous analysis is made for their Dutch reading comprehension, Dutch being their L2 and L1 respectively. Participants are 13/14 year-old secondary school students. The point…
The development of literary response in secondary education
First Language and Second Language Writing
In this study the relative importance of linguistic knowledge, metacognitive knowledge, and fluency or accessibility of this linguistic knowledge in both first language (L1; Dutch) and second language (L2; English) writing was explored. Data were collected from 281 grade 8 students. Using structural equation modeling, the relative importance of the three components was studied and compared across L1 and L2 writing. The results showed that the flu…
Impact of Reading Purpose on Incidental Word Learning From Context
Children read texts for various reasons. We examined how reading texts for different purposes affected amounts of incidental word learning. Grade 6 students were asked to read texts for fun, to learn about the topic of the text, and for text comprehension. Proportions of words learned incidentally while reading ranged from .06 for free reading to .08 when reading for text comprehension to .10 when reading to learn about the topic. Level of readin…
The relation between attitude toward reading adolescent literature and literary reading behavior
Lexical Retrieval
The efficiency of lexical retrieval, an essential subprocess of productive language skills, is crucial in fluent writing and speaking. We examine the feasibility of an experimental computerized training for fluent lexical retrieval in the second language in a classroom setting, applying techniques previously restricted to laboratory use. Results on both a lexical decision and a written lexical retrieval task show that students in each trained-wor…
Deriving the Meaning of Unknown Words From Multiple Contexts
Students from 11 to 12 years old were invited to derive the meaning of five unknown words, each embedded in three contexts. We focused on the students&;apos; proficiency in three activities: decontextualization of the target word meanings from the contexts (decontextualization), testing initial ideas about the word meanings with subsequent contexts (cumulative testing), and formulating dictionary-like definitions (defining). We compared eight stu…
Deriving Word Meaning from Written Context
A cross-sectional study with Dutch first-language learners from grade 2, 4, and 6 was conducted to investigate their ability to derive word meaning from context. We used a multicomponential measure that involved the percentage of correct attributes, inclusion of a false attribute, and contextualization. Students' definitions were either wrong, fully correct, only partially correct, or both wrong and (partially) correct at the same time. Students …
The validity of international surveys of reading literacy
First Language and Second Language Writing
In this study the relative importance of linguistic knowledge, metacognitive knowledge, and fluency or accessibility of this linguistic knowledge in both first language (L1; Dutch) and second language (L2; English) writing was explored. Data were collected from 281 grade 8 students. Using structural equation modeling, the relative importance of the three components was studied and compared across L1 and L2 writing. The results showed that the flu…
Lexical Retrieval
The efficiency of lexical retrieval, an essential subprocess of productive language skills, is crucial in fluent writing and speaking. We examine the feasibility of an experimental computerized training for fluent lexical retrieval in the second language in a classroom setting, applying techniques previously restricted to laboratory use. Results on both a lexical decision and a written lexical retrieval task show that students in each trained-wor…
Modeling the Development of L1 and EFL Writing Proficiency of Secondary School Students
This longitudinal study investigates the development of writing proficiency in English as a foreign language (EFL), in contrast to the development of first language (L1) writing proficiency in Dutch L1, in a sample of almost 400 secondary school students in the Netherlands. Students performed several writing tasks in both languages in three consecutive years. Furthermore, data were collected about students' metacognitive and linguistic knowledge …
The relation between attitude toward reading adolescent literature and literary reading behavior
Effect of Explicit and Implicit Instruction on Free Written Response Task Performance
A classroom study was designed to test the hypothesis that explicit knowledge is used by second‐language (L2) learners in a free written response task if that knowledge is present. Eighty‐one 12–18‐year‐old learners of Dutch as an L2 took part in a computer‐assisted language learning experiment receiving either explicit or implicit instruction about two grammar structures. The ability to use these structures was measured at three points in time b…
Development of attitude toward reading adolescent literature and literary reading behavior
The development of literary response in secondary education
Impact of Reading Purpose on Incidental Word Learning From Context
Children read texts for various reasons. We examined how reading texts for different purposes affected amounts of incidental word learning. Grade 6 students were asked to read texts for fun, to learn about the topic of the text, and for text comprehension. Proportions of words learned incidentally while reading ranged from .06 for free reading to .08 when reading for text comprehension to .10 when reading to learn about the topic. Level of readin…
Deriving Word Meaning from Written Context
A cross-sectional study with Dutch first-language learners from grade 2, 4, and 6 was conducted to investigate their ability to derive word meaning from context. We used a multicomponential measure that involved the percentage of correct attributes, inclusion of a false attribute, and contextualization. Students' definitions were either wrong, fully correct, only partially correct, or both wrong and (partially) correct at the same time. Students …
Inhibition or Compensation? A Multidimensional Comparison of Reading Processes in Dutch and English
This article examines 2 hypotheses about processing of global text content in second language reading: the inhibition hypothesis and the compensation hypothesis. A 3-dimensional classification scheme is used to compare 22 Dutch high school students' reading strategies in Dutch and English. Results show that the readers use higher proportions of Language-Oriented strategies, Regulatory strategies, and Above-Clause strategies in English than in Dut…
Are we jumping into a gap?” A study of the interplay between theoretical input and practical knowledge during noticing as reasoning of a lesson study team in initial teacher education
Using sociocultural discourse analysis, we examined when and how a Lesson Study team in initial teacher education integrated theoretical input with practical knowledge when reasoning about subject-specific learning by and teaching of their pupils. We found 10 reasoning sequences in which theoretical input helped student teachers externalize their practical knowledge and reflect on the relation between practical knowledge and theoretical input. Th…
Noticing as reasoning in Lesson Study teams in initial teacher education
In the current study on noticing as reasoning of Lesson Study (LS)-teams in initial teacher education (ITE), we analyzed the reasoning two mixed LS-teams set up about pupils' subject-related learning of. Both teams consisted of a student teacher and experienced teachers. Both teams paid more attention to identification (describing pupils‘ learning behavior) and planning elements (considering and deciding how to act) than to interpretation element…
The development of early sociodramatic play
In this article we study the beginnings of sociodramatic play. We examine the pretend play interactions of a Dutch girl, Peggy, and focus on her transition into sociodramatic play. Initially, Peggy interprets only some elements of her play interactions at the pretend level. At age 2;9, Peggy shows symbolic substitution for objects and actions. In the course of seven months, the features participants, roles and place gradually become substituted a…
Deriving the Meaning of Unknown Words From Multiple Contexts
Students from 11 to 12 years old were invited to derive the meaning of five unknown words, each embedded in three contexts. We focused on the students&;apos; proficiency in three activities: decontextualization of the target word meanings from the contexts (decontextualization), testing initial ideas about the word meanings with subsequent contexts (cumulative testing), and formulating dictionary-like definitions (defining). We compared eight stu…
The validity of international surveys of reading literacy
Deriving the Meaning of Unknown Words From Multiple Contexts
Students from 11 to 12 years old were invited to derive the meaning of five unknown words, each embedded in three contexts. We focused on the students&;apos; proficiency in three activities: decontextualization of the target word meanings from the contexts (decontextualization), testing initial ideas about the word meanings with subsequent contexts (cumulative testing), and formulating dictionary-like definitions (defining). We compared eight stu…
Deriving Word Meaning from Written Context
A cross-sectional study with Dutch first-language learners from grade 2, 4, and 6 was conducted to investigate their ability to derive word meaning from context. We used a multicomponential measure that involved the percentage of correct attributes, inclusion of a false attribute, and contextualization. Students' definitions were either wrong, fully correct, only partially correct, or both wrong and (partially) correct at the same time. Students …
Impact of Reading Purpose on Incidental Word Learning From Context
Children read texts for various reasons. We examined how reading texts for different purposes affected amounts of incidental word learning. Grade 6 students were asked to read texts for fun, to learn about the topic of the text, and for text comprehension. Proportions of words learned incidentally while reading ranged from .06 for free reading to .08 when reading for text comprehension to .10 when reading to learn about the topic. Level of readin…
The relation between attitude toward reading adolescent literature and literary reading behavior
Lexical Retrieval
The efficiency of lexical retrieval, an essential subprocess of productive language skills, is crucial in fluent writing and speaking. We examine the feasibility of an experimental computerized training for fluent lexical retrieval in the second language in a classroom setting, applying techniques previously restricted to laboratory use. Results on both a lexical decision and a written lexical retrieval task show that students in each trained-wor…
Roles of linguistic knowledge, metacognitive knowledge and processing speed in L3, L2 and L1 reading comprehension
In this article we present an analysis of the relationship between L3 reading comprehension and its constituent skills for bilingual Dutch students for whom English is a third language(L3) compared to monolingual Dutch students for whom English is a second language(L2). An analogous analysis is made for their Dutch reading comprehension, Dutch being their L2 and L1 respectively. Participants are 13/14 year-old secondary school students. The point…
The development of literary response in secondary education
First Language and Second Language Writing
In this study the relative importance of linguistic knowledge, metacognitive knowledge, and fluency or accessibility of this linguistic knowledge in both first language (L1; Dutch) and second language (L2; English) writing was explored. Data were collected from 281 grade 8 students. Using structural equation modeling, the relative importance of the three components was studied and compared across L1 and L2 writing. The results showed that the flu…
Validating a test of second language written lexical retrieval
Lexical retrieval is an essential subprocess of language production and crucial in fluent writing and speaking. In this study we discuss a new measure of the speed of written lexical retrieval in a second language, the Written Productive Translation Task (WPTT). In contrast to Picture Naming tasks, the WPTT is not restricted to concrete nouns and verbs that can be depicted by pictures. The WPTT can also test combinations of words. Moreover, the W…
Development of attitude toward reading adolescent literature and literary reading behavior
Inhibition or Compensation? A Multidimensional Comparison of Reading Processes in Dutch and English
This article examines 2 hypotheses about processing of global text content in second language reading: the inhibition hypothesis and the compensation hypothesis. A 3-dimensional classification scheme is used to compare 22 Dutch high school students' reading strategies in Dutch and English. Results show that the readers use higher proportions of Language-Oriented strategies, Regulatory strategies, and Above-Clause strategies in English than in Dut…
The development of early sociodramatic play
In this article we study the beginnings of sociodramatic play. We examine the pretend play interactions of a Dutch girl, Peggy, and focus on her transition into sociodramatic play. Initially, Peggy interprets only some elements of her play interactions at the pretend level. At age 2;9, Peggy shows symbolic substitution for objects and actions. In the course of seven months, the features participants, roles and place gradually become substituted a…
Effect of Explicit and Implicit Instruction on Free Written Response Task Performance
A classroom study was designed to test the hypothesis that explicit knowledge is used by second‐language (L2) learners in a free written response task if that knowledge is present. Eighty‐one 12–18‐year‐old learners of Dutch as an L2 took part in a computer‐assisted language learning experiment receiving either explicit or implicit instruction about two grammar structures. The ability to use these structures was measured at three points in time b…
Modeling the Development of L1 and EFL Writing Proficiency of Secondary School Students
This longitudinal study investigates the development of writing proficiency in English as a foreign language (EFL), in contrast to the development of first language (L1) writing proficiency in Dutch L1, in a sample of almost 400 secondary school students in the Netherlands. Students performed several writing tasks in both languages in three consecutive years. Furthermore, data were collected about students' metacognitive and linguistic knowledge …
Shared reading at kindergarten
This paper presents a single case-study of a longitudinal shared reading programme that took place in Dutch kindergartens with first language speakers of 4 to 6 years old. As will be shown, children participate both in a traditional instructional structure and in a participation framework characterised by a more or less free discussion. These structures establish an optimal learning environment both together and in relationship to each other. Our…
Sharing knowledge with peers
In focus for this study are epistemic displays in peer talk, throughout collaborative writing events in the context of inquiry learning. Conversational data was obtained from small groups of primary school students (aged 8–12 years). By means of Conversation Analysis, we found that epistemic displays are produced as (i) accounts, (ii) responses to a request for information, (iii) other-corrections, and with reference to the propositional content …
Text selection proposals in dialogic reading in primary school
In dialogic reading during inquiry learning in primary school, pupils read, think and talk together about text fragments for answering their research questions. This paper demonstrates from a conversational analytic perspective, how the shared activity of text selection is constructed in a goal oriented conversation and how text selection proposals are used. Two main practices are identified depending on the situation: (1) when all participants a…
How primary school children address reading problems in dialogic reading
In dialogic reading during inquiry learning settings in primary school, pupils read, think and talk together about text fragments for answering their research questions. In this process, pupils may encounter reading problems, regarding word identification or meaning. Conversation analysis is used to demonstrate how these reading problems are collaboratively addressed. Word identification problems are mostly signalled implicitly during the genuine…
Asking for more
This paper addresses the ways in which teachers in whole-class discussions invite students to elaborate their previous turn. Our conversation analytic study uncovers that the teachers’ invitations are prompted by elicited as well as spontaneous student turns of both subjective and factual nature. While giving the students the space to expand on their previous turn, most invitations nevertheless steer towards a specific type of response, namely an…
Text formulations as practices of demonstrating understanding in dialogic reading
This paper examines text formulations in the interaction between peers in primary school during dialogic reading, in inquiry learning settings. In this context pupils collaboratively use information from texts to answer their research questions. The data analyzed include 25 excerpts of pupils demonstrating understanding of text. We used Conversation Analysis to analyze how pupils demonstrate their understanding by the use of text formulations, as…
Children's discussions about texts
This paper examines how primary school students discuss deeper comprehension and evaluation of text, while involved in dialogic reading in the context of inquiry learning. It takes a conversation analytic perspective on reading for understanding and critical reading. Analysis of the conversational details of peer talk, revealed how students collaboratively construct deeper meaning of text and take a more critical stance toward the text by means o…
Noticing as reasoning in Lesson Study teams in initial teacher education
In the current study on noticing as reasoning of Lesson Study (LS)-teams in initial teacher education (ITE), we analyzed the reasoning two mixed LS-teams set up about pupils' subject-related learning of. Both teams consisted of a student teacher and experienced teachers. Both teams paid more attention to identification (describing pupils‘ learning behavior) and planning elements (considering and deciding how to act) than to interpretation element…
Are we jumping into a gap?” A study of the interplay between theoretical input and practical knowledge during noticing as reasoning of a lesson study team in initial teacher education
Using sociocultural discourse analysis, we examined when and how a Lesson Study team in initial teacher education integrated theoretical input with practical knowledge when reasoning about subject-specific learning by and teaching of their pupils. We found 10 reasoning sequences in which theoretical input helped student teachers externalize their practical knowledge and reflect on the relation between practical knowledge and theoretical input. Th…
Psychology (23 works) · Computer Science (15 works) · Linguistics (15 works) · Reading and Literacy Development (11 works) · EFL/ESL Teaching and Learning (10 works) · Pedagogy (10 works) · Mathematics education (8 works) · Second Language Acquisition and Learning (8 works) · Cognition (6 works) · Conversation (6 works)