Jan C Frijters
Biographic Data
| ID | 5839256 |
|---|---|
| NAME | Jan C Frijters |
| GIVEN NAMES | Jan C |
| FAMILY NAME | Frijters |
| SIGNATURE | FRIJTERS J C |
| AFFILIATIONS | Brock University |
| ORCID | 0000-0001-5625-4892 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 13 |
| WORKS AS AUTHOR | 14 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2000 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
Specificity, Co-Occurrence, and Growth
Learning disabilities are challenging to characterize because they evolve throughout development, frequently co-occur, and have varying domain specificity. Addressing these challenges, we analyzed longitudinal patterns of growth, co-occurrence, and specificity manifesting in the math and reading skills of children with and without learning disabilities. With a sample of 498 Grade 1 U.S. children followed for 5 years, we used linear mixed-effects …
Empowering Schools to Implement Effective Research-Based Reading Remediation Delivers Long-Lasting Improvements to Children’s Reading Trajectories
There is a wide gap between what research evidence identifies as effective reading intervention and what is currently offered in schools. This effectiveness study reports the results of a long-term research/school system partnership that is implementing reading intervention for children with reading difficulties in Canadian community schools. In Study 1, growth-curve analyses revealed significant long-term shifts in the reading trajectories of ch…
White matter correlates of reading subskills in children with and without reading disability
Reading Fluency in Chinese Children With Reading Disabilities and/or ADHD
The Triangle Model of Reading proposes that phonology, orthography, and semantics are crucial to understand word reading and reading disability (RD). Morphology has been added as a binding agent to this model. However, it is unclear how these variables relate to word reading in children with attention deficit/hyperactivity disorder (ADHD) or comorbid ADHD and RD (ADHD+RD). This study examined the performance of Chinese children with RD, ADHD, or …
Importance of Learner Characteristics in Intelligent Tutoring for Adult Literacy
Adult literacy learners are characterized by their diversity, both in terms of educational histories and cognitive skill sets. Accounting for the specific strengths and weaknesses of each learner is vital to the assessment of literacy gains and optimization of educational systems. We examined pre- and postdifference scores on a component reading skills assessment battery collected before and after an instructional program that included an adult c…
How you read affects what you gain
graders) rely on two sources of information during an oral word reading task - print-speech correspondences and semantic imageability - before and after a phonologically-weighted intervention. We show that children who relied more on print-speech regularities and less on imageability pre-intervention had better intervention gains. In parallel, children who over the course of the intervention exhibited greater increases in their reliance on print-…
Effective intervention for adolescents with reading disabilities
Adolescents with reading disability (RD) participated in a randomized controlled trial evaluating the efficacy of a multiple-component reading intervention with motivational components (PHAST). A total of 514 youth in 6th, 7th, and 8th grade formed instructional groups (4–8) that were randomly assigned to one of three conditions—one of two PHAST interventions (additional comprehension or fluency training) or a remedial reading control condition. …
How can we determine students’ motivation for reading before formal instruction? Results from a self-beliefs and interest scale validation
Literacy interest and reader self-concept when formal reading instruction begins
The present study examines the associations among literacy interest, reader self-concept and emergent literacy skills at the very start of formal reading instruction in 1171 five- and six-year-olds. The results indicate that emergent literacy skills are directly related to reader self-concept but not to literacy interest. Further, interest moderated the relationship between emergent skills and self-concept. School starters with high literacy inte…
Reading‐Related Causal Attributions for Success and Failure
The present study investigated the relation among reading skills and attributions, naming speed, and phonological awareness across a wide range of reading skill. Participants were 1,105 school‐age children and youths from two understudied populations: African Americans and Hispanic Americans. Individual assessments of children ranging in age from 8 to 15 years were conducted for reading outcomes, cognitive and linguistic predictors of reading, an…
A Sequential Analysis of Externalizing in Narrative Therapy with Children
Tramps and nomads
The film Modern Times was singular in its historical moment as a work that considered youth as a creative and social force in itself. Indeed, while there are many ways to read the major themes in a film such as Modern Times, this article, following Gilles Deleuze and Félix Guattari, engages Charlie Chaplin's film as a vehicle for exploring a certain kind of becoming-youth as a question of force. The kind of force that is explored here is the prod…
Preparing teachers to remediate reading disabilities in high school
Direct and mediated influences of home literacy and literacy interest on prereaders' oral vocabulary and early written language skill.
Home literacy (reports of children's literacy activities at home and parents' storybook title recognition) and literacy interest (children's reports of feelings about literacy activities) were identified as 2 independent sources of literacy experience among 92 kindergarten prereaders. Together, they accounted for significant variance in oral vocabulary (21%) and on a letter-name and letter-sound measure of early written language (18%). Entering p…
A Sequential Analysis of Externalizing in Narrative Therapy with Children
How can we determine students’ motivation for reading before formal instruction? Results from a self-beliefs and interest scale validation
Literacy interest and reader self-concept when formal reading instruction begins
The present study examines the associations among literacy interest, reader self-concept and emergent literacy skills at the very start of formal reading instruction in 1171 five- and six-year-olds. The results indicate that emergent literacy skills are directly related to reader self-concept but not to literacy interest. Further, interest moderated the relationship between emergent skills and self-concept. School starters with high literacy inte…
Preparing teachers to remediate reading disabilities in high school
Direct and mediated influences of home literacy and literacy interest on prereaders' oral vocabulary and early written language skill.
Home literacy (reports of children's literacy activities at home and parents' storybook title recognition) and literacy interest (children's reports of feelings about literacy activities) were identified as 2 independent sources of literacy experience among 92 kindergarten prereaders. Together, they accounted for significant variance in oral vocabulary (21%) and on a letter-name and letter-sound measure of early written language (18%). Entering p…
Tramps and nomads
The film Modern Times was singular in its historical moment as a work that considered youth as a creative and social force in itself. Indeed, while there are many ways to read the major themes in a film such as Modern Times, this article, following Gilles Deleuze and Félix Guattari, engages Charlie Chaplin's film as a vehicle for exploring a certain kind of becoming-youth as a question of force. The kind of force that is explored here is the prod…
Preparing teachers to remediate reading disabilities in high school
A Sequential Analysis of Externalizing in Narrative Therapy with Children
Literacy interest and reader self-concept when formal reading instruction begins
The present study examines the associations among literacy interest, reader self-concept and emergent literacy skills at the very start of formal reading instruction in 1171 five- and six-year-olds. The results indicate that emergent literacy skills are directly related to reader self-concept but not to literacy interest. Further, interest moderated the relationship between emergent skills and self-concept. School starters with high literacy inte…
Reading‐Related Causal Attributions for Success and Failure
The present study investigated the relation among reading skills and attributions, naming speed, and phonological awareness across a wide range of reading skill. Participants were 1,105 school‐age children and youths from two understudied populations: African Americans and Hispanic Americans. Individual assessments of children ranging in age from 8 to 15 years were conducted for reading outcomes, cognitive and linguistic predictors of reading, an…
How can we determine students’ motivation for reading before formal instruction? Results from a self-beliefs and interest scale validation
Effective intervention for adolescents with reading disabilities
Adolescents with reading disability (RD) participated in a randomized controlled trial evaluating the efficacy of a multiple-component reading intervention with motivational components (PHAST). A total of 514 youth in 6th, 7th, and 8th grade formed instructional groups (4–8) that were randomly assigned to one of three conditions—one of two PHAST interventions (additional comprehension or fluency training) or a remedial reading control condition. …
How you read affects what you gain
graders) rely on two sources of information during an oral word reading task - print-speech correspondences and semantic imageability - before and after a phonologically-weighted intervention. We show that children who relied more on print-speech regularities and less on imageability pre-intervention had better intervention gains. In parallel, children who over the course of the intervention exhibited greater increases in their reliance on print-…
White matter correlates of reading subskills in children with and without reading disability
Reading Fluency in Chinese Children With Reading Disabilities and/or ADHD
The Triangle Model of Reading proposes that phonology, orthography, and semantics are crucial to understand word reading and reading disability (RD). Morphology has been added as a binding agent to this model. However, it is unclear how these variables relate to word reading in children with attention deficit/hyperactivity disorder (ADHD) or comorbid ADHD and RD (ADHD+RD). This study examined the performance of Chinese children with RD, ADHD, or …
Importance of Learner Characteristics in Intelligent Tutoring for Adult Literacy
Adult literacy learners are characterized by their diversity, both in terms of educational histories and cognitive skill sets. Accounting for the specific strengths and weaknesses of each learner is vital to the assessment of literacy gains and optimization of educational systems. We examined pre- and postdifference scores on a component reading skills assessment battery collected before and after an instructional program that included an adult c…
Empowering Schools to Implement Effective Research-Based Reading Remediation Delivers Long-Lasting Improvements to Children’s Reading Trajectories
There is a wide gap between what research evidence identifies as effective reading intervention and what is currently offered in schools. This effectiveness study reports the results of a long-term research/school system partnership that is implementing reading intervention for children with reading difficulties in Canadian community schools. In Study 1, growth-curve analyses revealed significant long-term shifts in the reading trajectories of ch…
Specificity, Co-Occurrence, and Growth
Learning disabilities are challenging to characterize because they evolve throughout development, frequently co-occur, and have varying domain specificity. Addressing these challenges, we analyzed longitudinal patterns of growth, co-occurrence, and specificity manifesting in the math and reading skills of children with and without learning disabilities. With a sample of 498 Grade 1 U.S. children followed for 5 years, we used linear mixed-effects …
Psychology (13 works) · Reading and Literacy Development (11 works) · Developmental psychology (10 works) · Linguistics (9 works) · Mathematics education (7 works) · Reading (process) (7 works) · Reading comprehension (7 works) · Literacy (5 works) · Pedagogy (5 works) · Cognition (4 works)