Mark van den Bunt
Biographic Data
| ID | 9509895 |
|---|---|
| NAME | Mark van den Bunt |
| GIVEN NAMES | Mark van den |
| FAMILY NAME | Bunt |
| SIGNATURE | VAN DEN BUNT M |
| AFFILIATIONS | Haskins Laboratories |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 0 |
Individual Differences in L2 Literacy Acquisition
Statistical learning (SL) approaches to reading maintain that proficient reading requires assimilation of rich statistical regularities in the writing system. Reading skills in developing first-language readers are predicted by individual differences in sensitivity to regularities in mappings from orthography to phonology (O-P) and semantics (O-S), where good readers rely more on O-P consistency, and less on O-S associations. However, how these r…
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-…
Individual differences in learning the regularities between orthography, phonology and semantics predict early reading skills
No prominent works on this page.
Individual differences in learning the regularities between orthography, phonology and semantics predict early reading skills
Individual Differences in L2 Literacy Acquisition
Statistical learning (SL) approaches to reading maintain that proficient reading requires assimilation of rich statistical regularities in the writing system. Reading skills in developing first-language readers are predicted by individual differences in sensitivity to regularities in mappings from orthography to phonology (O-P) and semantics (O-S), where good readers rely more on O-P consistency, and less on O-S associations. However, how these r…
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-…
Cognitive psychology (3 works) · Linguistics (3 works) · Psychology (3 works) · Reading and Literacy Development (3 works) · Computer Science (2 works) · Literacy (2 works) · Neurobiology of Language and Bilingualism (2 works) · Orthography (2 works) · Phonology (2 works) · Artificial Intelligence (1 work)