A M T Bosman
Biographic Data
| ID | 5803716 |
|---|---|
| NAME | A M T Bosman |
| GIVEN NAMES | A M T |
| FAMILY NAME | Bosman |
| SIGNATURE | BOSMAN A M T |
| AFFILIATIONS | Radboud University Nijmegen |
| ORCID | 0000-0002-2469-0654 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2000 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 0 |
The role of grammar in spelling homophonous regular verbs
Can a lack of grammatical knowledge alone be held accountable for the spelling errors that are made for homophonous verb forms and do these errors occur because spellers do not apply their grammatical knowledge? Three experiments with secondary school pupils were conducted on Dutch weak prefix verbs. The results confirmed that pupils made many spelling errors and also have great problems identifying the verb forms’ functions. Moreover, a direct c…
Dyslexie font does not benefit reading in children with or without dyslexia
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 font? And, (3) is font preference related to reading performance? In Experiment 1, children with dyslexia (n =…
Implicit and explicit instruction
This study examined the influence of implicit and explicit instruction for the acquisition of two types of Dutch spelling rules: a morphological and a phonological rule. A sample of 193 first grade, low- and high skilled spellers was assigned to an implicit-instruction, explicit-instruction, or control-group condition. The results showed that for both rules, students in the explicit condition made more progress than students in the control condit…
Dyslexic and skilled reading dynamics are self-similar
From the Role of Context to the Measurement Problem
The call for a daisy chain of replications by Daniel Kahneman (as cited in Yong, 2012 Yong, E. 2012. Nobel laureate challenges psychologists to clean up their act: Social-priming research needs “daisy chain” of replication. Nature, October 3 Retrieved from http://www.nature.com/news/nobel-laureate-challenges-psychologists-to-clean-up-their-act-1.11535doi:10.1038/nature.2012.11535 [Google Scholar]) to combat the recent credibility problems of psyc…
An interaction-dominant perspective on reading fluency and dyslexia
The background noise of response times is often overlooked in scientific inquiries of cognitive performances. However, it is becoming widely acknowledged in psychology, medicine, physiology, physics, and beyond that temporal patterns of variability constitute a rich source of information. Here, we introduce two complexity measures (1/f scaling and recurrence quantification analysis) that employ background noise as metrics of reading fluency. Thes…
Semantic categorization and reading skill across Dutch primary grades
In the present study, the development of semantic categorization and its relationship with reading was investigated across Dutch primary grade students. Three Exemplar-level tasks (Experiment 1) and two Superordinate-level tasks (Experiment 2) with different types of distracters (phonological, semantic and perceptual) were administered to assess semantic categorization skills. Reading was measured with a standardized word-reading test. Results of…
Validation of the International Reading Literacy Test
In 2001, the International Association for the Evaluation of Educational Achievement (IEA) conducted a comparative study of reading literacy (PIRLS 2001). A reading comprehension assessment instrument was developed and translated into the languages of 35 participating countries for this purpose. After field testing of the instrument, the final version of the Reading Literacy Test (RLT) was established. In two studies, the validity of the Dutch ve…
Learning to spell in second grade using the spelling checker
The spelling process of Dutch second-grade students using the word processor was studied in three different feedback conditions. In the no-feedback condition, they merely had to type words without being told whether the spelling was correct or not. In one of the feedback conditions they were only told whether the word was spelled correctly, whereas in the other feedback condition they were given suggestions when words were spelled incorrectly. St…
Integrated pictorial mnemonics and stimulus fading
Background. The conclusion from a vast literature on literacy acquisition is that letter knowledge is one of the best predictors of literacy development. The question of the best way to teach children letter sounds has not, as yet, been answered satisfactorily.Aims. The aim of this study was the evaluation of a computer training program using integrated-picture mnemonics combined with a fading procedure to teach children letter sounds.Sample. Thi…
Spelling consistency affects reading in young Dutch readers with and without dyslexia
Teachers' perceptions of remediation possibilities of Dutch students in special education
Background. Research suggests that referral practices of teachers in regular education are not only affected by the level of learning difficulties but also by student behaviour and the level of students' parental involvement in education. It was hypothesized that teachers maintain a notion of the ‘ideal’ student, who has relatively good academic skills, is well behaved and has highly involved parents. Aims. The main question of this study was whe…
Development of rule-based verb spelling in Dutch students
Although verb spelling is rule-based, it is a relatively difficult aspect of Dutch orthography. Assink (1985) was the first to show that Dutch verb spelling is affected by two factors, namely, frequency of occurrence of the verb and the context in which the verb appears. This study is a developmental follow-up on his work, in which students of two age groups and three different levels of education, that is, students from primary school, secondary…
Children's cultural background knowledge and story telling performance
The cultural context in which a child is raised influences her cognitive system and language behavior. In this paper, we explored the influence of cultural back ground knowledge on story telling performance of two groups of children living in the Netherlands: (1) bilingual ethnic minority children from immigrant families of Islamic background(2) monolingual Dutch children. Using a within-subject design, all children retold, continued, and finishe…
The /O/ in Over Is Different From the /O/ in Otter
First-letter naming was used to investigate the role of phonology in printed word perception in children with and without dyslexia.In 2 experiments, all children showed faster first-letter-naming times in a congruent condition than in an incongruent condition, which suggests that phonology is a fundamental constraint in the printed word perception of readers of all levels and all skills.An explanation in terms of a recurrent network put forward b…
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The /O/ in Over Is Different From the /O/ in Otter
First-letter naming was used to investigate the role of phonology in printed word perception in children with and without dyslexia.In 2 experiments, all children showed faster first-letter-naming times in a congruent condition than in an incongruent condition, which suggests that phonology is a fundamental constraint in the printed word perception of readers of all levels and all skills.An explanation in terms of a recurrent network put forward b…
Children's cultural background knowledge and story telling performance
The cultural context in which a child is raised influences her cognitive system and language behavior. In this paper, we explored the influence of cultural back ground knowledge on story telling performance of two groups of children living in the Netherlands: (1) bilingual ethnic minority children from immigrant families of Islamic background(2) monolingual Dutch children. Using a within-subject design, all children retold, continued, and finishe…
Development of rule-based verb spelling in Dutch students
Although verb spelling is rule-based, it is a relatively difficult aspect of Dutch orthography. Assink (1985) was the first to show that Dutch verb spelling is affected by two factors, namely, frequency of occurrence of the verb and the context in which the verb appears. This study is a developmental follow-up on his work, in which students of two age groups and three different levels of education, that is, students from primary school, secondary…
Spelling consistency affects reading in young Dutch readers with and without dyslexia
Teachers' perceptions of remediation possibilities of Dutch students in special education
Background. Research suggests that referral practices of teachers in regular education are not only affected by the level of learning difficulties but also by student behaviour and the level of students' parental involvement in education. It was hypothesized that teachers maintain a notion of the ‘ideal’ student, who has relatively good academic skills, is well behaved and has highly involved parents. Aims. The main question of this study was whe…
Validation of the International Reading Literacy Test
In 2001, the International Association for the Evaluation of Educational Achievement (IEA) conducted a comparative study of reading literacy (PIRLS 2001). A reading comprehension assessment instrument was developed and translated into the languages of 35 participating countries for this purpose. After field testing of the instrument, the final version of the Reading Literacy Test (RLT) was established. In two studies, the validity of the Dutch ve…
Learning to spell in second grade using the spelling checker
The spelling process of Dutch second-grade students using the word processor was studied in three different feedback conditions. In the no-feedback condition, they merely had to type words without being told whether the spelling was correct or not. In one of the feedback conditions they were only told whether the word was spelled correctly, whereas in the other feedback condition they were given suggestions when words were spelled incorrectly. St…
Integrated pictorial mnemonics and stimulus fading
Background. The conclusion from a vast literature on literacy acquisition is that letter knowledge is one of the best predictors of literacy development. The question of the best way to teach children letter sounds has not, as yet, been answered satisfactorily.Aims. The aim of this study was the evaluation of a computer training program using integrated-picture mnemonics combined with a fading procedure to teach children letter sounds.Sample. Thi…
Semantic categorization and reading skill across Dutch primary grades
In the present study, the development of semantic categorization and its relationship with reading was investigated across Dutch primary grade students. Three Exemplar-level tasks (Experiment 1) and two Superordinate-level tasks (Experiment 2) with different types of distracters (phonological, semantic and perceptual) were administered to assess semantic categorization skills. Reading was measured with a standardized word-reading test. Results of…
An interaction-dominant perspective on reading fluency and dyslexia
The background noise of response times is often overlooked in scientific inquiries of cognitive performances. However, it is becoming widely acknowledged in psychology, medicine, physiology, physics, and beyond that temporal patterns of variability constitute a rich source of information. Here, we introduce two complexity measures (1/f scaling and recurrence quantification analysis) that employ background noise as metrics of reading fluency. Thes…
From the Role of Context to the Measurement Problem
The call for a daisy chain of replications by Daniel Kahneman (as cited in Yong, 2012 Yong, E. 2012. Nobel laureate challenges psychologists to clean up their act: Social-priming research needs “daisy chain” of replication. Nature, October 3 Retrieved from http://www.nature.com/news/nobel-laureate-challenges-psychologists-to-clean-up-their-act-1.11535doi:10.1038/nature.2012.11535 [Google Scholar]) to combat the recent credibility problems of psyc…
Dyslexic and skilled reading dynamics are self-similar
Implicit and explicit instruction
This study examined the influence of implicit and explicit instruction for the acquisition of two types of Dutch spelling rules: a morphological and a phonological rule. A sample of 193 first grade, low- and high skilled spellers was assigned to an implicit-instruction, explicit-instruction, or control-group condition. The results showed that for both rules, students in the explicit condition made more progress than students in the control condit…
Dyslexie font does not benefit reading in children with or without dyslexia
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 font? And, (3) is font preference related to reading performance? In Experiment 1, children with dyslexia (n =…
The role of grammar in spelling homophonous regular verbs
Can a lack of grammatical knowledge alone be held accountable for the spelling errors that are made for homophonous verb forms and do these errors occur because spellers do not apply their grammatical knowledge? Three experiments with secondary school pupils were conducted on Dutch weak prefix verbs. The results confirmed that pupils made many spelling errors and also have great problems identifying the verb forms’ functions. Moreover, a direct c…
Psychology (15 works) · Linguistics (13 works) · Reading and Literacy Development (12 works) · Cognitive psychology (9 works) · Computer Science (7 works) · Artificial Intelligence (6 works) · Cognition (6 works) · Dyslexia (5 works) · Spelling (5 works) · Writing and Handwriting Education (5 works)