Ludo Verhoeven
Dados Biográficos
| ID | 612907 |
|---|---|
| NOME | Ludo Verhoeven |
| PRENOMES | Ludo |
| SOBRENOME | Verhoeven |
| ASSINATURA | VERHOEVEN L |
| AFILIAÇÕES | Radboud University Nijmegen |
| ORCID | 0000-0002-5108-4705 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 98 |
| TOTAL DE CITAÇÕES | 145 |
| TOTAL COMO AUTOR | 95 |
| TOTAL COMO EDITOR | 7 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1987 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 6 |
Variation in creole Papiamento and Dutch spelling development in a post-colonial context
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Predicting Papiamento and Dutch reading comprehension development in a post-colonial context
The current research aims to predict L1 Papiamento and L2 Dutch reading comprehension development in 180 children in the upper primary grades (4–6) in a post-colonial Caribbean context from initial language of decoding instruction, cognitive and linguistic child characteristics, and linguistic transfer. Overall, children showed better reading comprehension proficiency in L1 as compared to L2 Dutch. Over the grades, strong autoregression effects i…
Variation in second-grade reading in children who are deaf and hard-of-hearing
We investigated relations between kindergarten precursors and second-grade reading skills in deaf and hard-of-hearing (DHH) children, and aimed to identify subgroups based on reading skills, in order to explore early signs of later reading delays. DHH children (n = 23, Mage kindergarten = 6.25) participated from kindergarten-second grade. They were tested on phonological awareness, letter knowledge, spoken vocabulary, speechreading, fingerspellin…
Predicting reading comprehension in Creole Papiamento and Dutch in a post-colonial context
In postcolonial contexts, children usually learn to read in a language other than their main socialization language, usually a creole. To understand how this affects reading acquisition we examined the early Creole Papiamento (L1) and Dutch (L2) reading skills of 128 Caribbean children. We investigated the impact of instructional order, first Papiamento then Dutch (Papiamento-first group), and vice versa (Dutch-first group), and cognitive and lin…
Predicting the development of Papiamento and Dutch word decoding efficiency in the Dutch Caribbean
We investigated the development of word decoding (Grades 4–6; 165 children) in Papiamento (L1) and Dutch (L2) in the postcolonial context of the Dutch Caribbean islands of Aruba, Bonaire, and Curaçao. The results show a steady development over the upper Grades for both L1 Papiamento and L2 Dutch word decoding in that children became more efficient in word decoding over the years. However, the children were generally better decoders in L2 Dutch th…
Understanding variation in children's reading comprehension
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…
How lexical quality predicts L2 reading comprehension in early bilingual education
This study investigated the impact of second language (L2) lexical quality on L2 reading comprehension in bilingual primary education. The participating children were taught in the L2 English for 30-50% of the time and the remaining time in their L1 Dutch. Seventy-three pupils from four different schools were assessed in the L2 on vocabulary, lexical specificity and phonological awareness in kindergarten, vocabulary, lexical specificity and decod…
Bilingualism and early literacy in Dutch Caribbean kindergartners
Research in (early) literacy development involving creoles in post-colonial contexts is scarce. Therefore, Papiamento (L1) and Dutch (L2) early literacy of 296 kindergartners in post-colonial Dutch Caribbean was assessed to determine the extent to which their L1 and L2 phonological awareness and letter knowledge correlate with each other and are related to L1 and L2 precursors (speech decoding, receptive vocabulary, rapid naming, verbal short-ter…
Impact of audio on navigation strategies in children and adults with dyslexia
Children and adults with dyslexia are often provided with audio-support, which reads the written text for the learner. The present study examined to what extent audio-support as a form of external regulation impacts navigation patterns in children and adults with and without dyslexia. We compared navigation patterns in multimedia lessons of learners with (36 children, 41 adults), and without dyslexia (46 children, 44 adults) in a text-condition v…
Lexical restructuring stimulates phonological awareness among emerging English–French bilingual children’s literacy
This longitudinal study investigated how lexical restructuring can stimulate emerging bilingual children’s phonological awareness in their first (L1) and second (L2) languages. Sixty-two English (L1) – French (L2) bilingual children ( M age = 75.7 months, SD = 3.2) were taught new English and French word pairs differing minimally in phonological contrast. The results indicated that increasing lexical specificity in English mediated the relationsh…
Early intervention of language and behavior in monolingual and bilingual preschoolers with Developmental Language Disorders
In the present study, we investigated Dutch language and behavior progress in monolingual and bilingual preschoolers with developmental language disorders (DLD). All were enrolled in an early intervention program targeting language and communication in interaction. Following a pretest–posttest design, 100 monolingual children (MAGE = 3;5) and 50 bilingual children (MAGE = 3;6) were tested on receptive and expressive vocabulary, language comprehen…
Responsiveness to a game‐based intervention to enhance reading efficiency in first graders
In the present study, a 5‐week tablet‐based word reading efficiency game intervention (Reading Turbo) was integrated in a comprehensive phonics‐based reading curriculum. The aims of the study were to examine whether the game would advance children's word reading efficiency, and to determine the extent to which pre‐reading capacities and in‐game mechanisms could explain individual variation in responsiveness to the game. To do so, word reading eff…
Compensatory role of verbal learning and consolidation in reading and spelling of children with dyslexia
The present study investigated the compensatory role of verbal learning and consolidation in reading and spelling of children with ( N = 54) and without dyslexia ( N = 36) and the role of verbal learning (learning new verbal information) and consolidation (remember the learned information over time) on the response to a phonics through spelling intervention of children with dyslexia. We also took phonological awareness, rapid automatized naming, …
The effect of audio-support on strategy, time, and performance on reading comprehension in secondary school students with dyslexia
The use of adequate reading comprehension strategies is important to read efficiently. Students with dyslexia not only read slower and less accurately, they also use fewer reading comprehension strategies. To compensate for their decoding problems, they often receive audio-support (narration written text). However, audio-support linearly guides readers from beginning to end through texts, possibly hindering the use of reading comprehension strate…
Predictors of Early Mandarin Chinese Character Reading Development
In the present study, we investigated the development of Chinese character reading and its predictors in 55 children from K3 (the last year of kindergarten) to G1 (first grade) in Mainland China. It was examined to what extent first graders' Mandarin Chinese character reading was related to their phonological awareness, Pinyin letter knowledge, and visual perception skills in kindergarten. The results showed that phonological awareness, Pinyin le…
Predicting Early Literacy
The current study investigated the relative contributions of auditory speech decoding (i.e., auditory discrimination) and visual speech decoding (i.e., speechreading) on phonological awareness and letter knowledge in deaf and hard-of-hearing (DHH) kindergartners (Mage = 6;4, n = 27) and hearing kindergartners (Mage = 5;10, n = 42). Hearing children scored higher on auditory discrimination and phonological awareness, with the DHH children scoring …
Predictors of Word and Text Reading Fluency of Deaf Children in Bilingual Deaf Education Programmes
Reading continues to be a challenging task for most deaf children. Bimodal bilingual education creates a supportive environment that stimulates deaf children's learning through the use of sign language. However, it is still unclear how exposure to sign language might contribute to improving reading ability. Here, we investigate the relative contribution of several cognitive and linguistic variables to the development of word and text reading flue…
Semantics impacts response to phonics through spelling intervention in children with dyslexia
We examined the response to a phonics through spelling intervention in 52 children with dyslexia by analyzing their phonological, morphological, and orthographical spelling errors both before and after the intervention whereas their spelling errors before the intervention were compared with those of 105 typically developing spellers. A possible compensatory role of semantics on the intervention effects was also investigated. Results showed that b…
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…
Patterns and predictors of reading comprehension growth in first and second language readers
Background The present study examined patterns and predictors of reading comprehension growth in first language (L1) and second language (L2) readers in the upper grades of primary school. Previous research suggests that L1 and L2 readers differ in their growth trajectories and that differences in language proficiency play a role in this. However, how predictors at different levels of processing influence growth has not been investigated. In part…
Assessing children’s incremental word knowledge in the upper primary grades
Word knowledge acquisition is an incremental process that relies on exposure. As a result, word knowledge can broadly range from recognizing the word’s lexical status, to knowing its meaning in context, and to knowing its meaning independent of context. The present study aimed to model incremental word knowledge in 1454 upper primary school children from grades 3 to 5 by investigating their abilities on three word knowledge tasks originating from…
How executive functions contribute to reading comprehension
BackgroundExecutive functions have been proposed to account for individual variation in reading comprehension beyond the contributions of decoding skills and language skills. However, insight into the direct and indirect effects of multiple executive functions on fifth-grade reading comprehension, while accounting for decoding and language skills, is limited.AimThe present study investigated the direct and indirect effects of fourth-grade executi…
Associations Between Cortisol Stress Levels and Autism Symptoms in People With Sensory and Intellectual Disabilities
Background and aims Individuals with combined sensory and intellectual disabilities are more sensitive to stress than people without disabilities, especially when they have an Autism Spectrum Disorder (ASD). Reversely, stress can also trigger ASD symptoms. The current study investigated the relationship between stress and ASD symptoms in this population. Methods and Procedures Participants (n=46) were individuals with combined sensory and intelle…
Stress, Affect Regulation and Attachment of People With Sensory and Intellectual Disabilities
Background In persons with combined intellectual and sensory disabilities, mood disorders, stress reactions and attachment problems are more prevalent. This study assessed the presence of these problems within this target population and the effects of an additional Autism Spectrum Disorder (ASD). Method Participants were 60 individuals with combined intellectual and sensory disabilities, all participants had visual impairments, 16 were deafblind.…
Language proficiency and reading ability in first‐ and second‐language learners
S The purpose of the present study was to investigate the development of and interrelations between the language proficiencies and reading abilities of children learning to read in either a first language or a second language. The authors compared the reading‐comprehension, word‐decoding, and oral‐language skills of both high and low SES Dutch third and fourth graders to the skills of low SES minority third and fourth graders from a Turkish or Mo…
Child and home predictors of early numeracy skills in kindergarten
Acquisition of Reading in a Second Language
THE PURPOSE of this longitudinal study was to investigate differences in reading acquisition processes between children learning to read in their native language and children learning to read in a second language. The author studied Dutch children and Turkish children as they learned to read in Dutch during the first two grades of primary school in the Netherlands. The children were given a number of tasks to test the efficiency of both word reco…
Behavioral, Personality, and Communicative Predictors of Acceptance and Popularity in Early Adolescence
This study examined the behavioral, personality, and communicative predictors of acceptance and popularity in 608 early adolescents. Data were collected with sociometric methods and ratings in 30 sixth-grade classrooms. Hierarchical regressions were run to predict acceptance and popularity from prosocial, antisocial, and withdrawn behavior, agreeableness and extraversion, and pragmatic communicative skills. Low levels of antisocial behavior posit…
To take a stance
Transfer in Bilingual Development
This study aimed to find empirical evidence for the linguistic interdependence hypothesis, which states that in bilingual development, language and literacy skills can be transferred from one language to another. Ninety-eight 6-year-old Turkish children, living in the Netherlands since infancy, were selected prior to their entrance into the first grade of primary school. A longitudinal design monitored the development of lexical, morphosyntactic,…
Contextual Richness and Word Learning
Learning new vocabulary from context typically requires multiple encounters during which word meaning can be retrieved from memory or inferred from context. We compared the effect of memory retrieval and context inferences on short- and long-term retention in three experiments. Participants studied novel words and then practiced the words either in an uninformative context that required the retrieval of word meaning from memory ("I need thefunguo…
How executive functions contribute to reading comprehension
BackgroundExecutive functions have been proposed to account for individual variation in reading comprehension beyond the contributions of decoding skills and language skills. However, insight into the direct and indirect effects of multiple executive functions on fifth-grade reading comprehension, while accounting for decoding and language skills, is limited.AimThe present study investigated the direct and indirect effects of fourth-grade executi…
Impact of Children’s math self-concept, math self-efficacy, math anxiety, and teacher competencies on math development
From Knowledge Representation to Writing Text
This study examined the representation of knowledge in text writing in 20 ten-year-old children and 20 adults in the Netherlands. The research analyzed the use of clause linking devices to compose larger text units. Special attention was given to the use of causal relational markers and the extent to which causal relations within the texts matched real-world causality or reflected the personal perspective of the writer. This study explored the ex…
Enhanced Second Language Vocabulary Learning Through Phonological Specificity Training in Adolescents
This longitudinal randomized trial study investigated the effects of phonological specificity training on second language (L2) vocabulary learning. Eighty-six Dutch secondary-school students participated in one of two experimental conditions or in an animacy judgment (active control) condition. Participants in the phonological specificity training (with phonological manipulation) and the picture selection (without phonological manipulation) exper…
Pause Time Patterns in Writing Narrative and Expository Texts by Children and Adults
How do beginning and skilled writers compose a text in the course of time? To gain insight into the temporal aspects of planning and translating activities during writing, this article examined writing in real time and analyzed pause time patterns in writing in relation to linguistic characteristics of the written product. Fourth-grade children and adults wrote a narrative text (a personal experience) and an expository text on a socially relevant…
Sociocultural Variation in Literacy Achievement
The purpose of this study was to describe the variations in literacy achievement among native and non-native upper primary school children (grades three to six) in the Netherlands. Various measures of word decoding, reading literacy and writing skill were collected from 1091 native Dutch children, 753 children with a former Dutch colonial background and 580 children with a Mediterranean background. The results showed the non-native children to la…
Language-Mixing in Children's Speech
Data on Dutch-Turkish language-mixing behavior of Turkish children growing up in The Netherlands are presented and analysed. The purpose of this study was to determine the extent to which the descriptive models developed in research on language-mixing are generalizable. It was found that the functional characteristics of the children's language-mixing are compatible with earlier results. Structural analysis of the data, however, yielded results t…
Predictors of Word and Text Reading Fluency of Deaf Children in Bilingual Deaf Education Programmes
Reading continues to be a challenging task for most deaf children. Bimodal bilingual education creates a supportive environment that stimulates deaf children's learning through the use of sign language. However, it is still unclear how exposure to sign language might contribute to improving reading ability. Here, we investigate the relative contribution of several cognitive and linguistic variables to the development of word and text reading flue…
Individual differences in basic arithmetic skills in children with and without developmental language disorder
Lexical Specificity Training Effects in Second Language Learners
Children who start formal education in a second language may experience slower vocabulary growth in that language and subsequently experience disadvantages in literacy acquisition. The current study asked whether lexical specificity training can stimulate bilingual children's phonological awareness, which is considered to be a precursor to literacy. Therefore, Dutch monolingual and Turkish-Dutch bilingual children were taught new Dutch words with…
Relations between home numeracy experiences and basic calculation skills of children with and without specific language impairment
Predicting the development of Papiamento and Dutch word decoding efficiency in the Dutch Caribbean
We investigated the development of word decoding (Grades 4–6; 165 children) in Papiamento (L1) and Dutch (L2) in the postcolonial context of the Dutch Caribbean islands of Aruba, Bonaire, and Curaçao. The results show a steady development over the upper Grades for both L1 Papiamento and L2 Dutch word decoding in that children became more efficient in word decoding over the years. However, the children were generally better decoders in L2 Dutch th…
Enhancing Decoding Efficiency in Poor Readers via a Word Identification Game
The effects of a word identification game aimed at enhancing decoding efficiency in poor readers were tested. Following a pretest–posttest–retention design with a waiting control group, 62 poor‐reading Dutch second graders received a five‐hour tablet intervention across a period of five weeks. During the intervention, participants practiced reading words and pseudowords while doing semantic categorization and lexical decision exercises in a gamin…
Morphological Family Size Effects in Young First and Second Language Learners
This study examined to what extent young second language (L2) learners showed morphological family size effects in L2 word recognition and whether the effects were grade-level related. Turkish-Dutch bilingual children (L2) and Dutch (first language, L1) children from second, fourth, and sixth grade performed a Dutch lexical decision task on words with varying family sizes. The responses of both L1 and L2 children were more accurate (in second gra…
A Future Perspective on Literacy in Europe
Literacy outside the mainstream
In this opening article an introduction is presented on the use and acquisition of vernacular literacy in nonmainstream communities. It is assumed that in multilingual societies literacy inside and outside the mainstream may serve complementary sets offunctions and that literacy skills in various languages can be regardedas relevant human resources. Furthermore, it is shown that the written tradition of the ethnic languages and the sociolinguisti…
Predicting Minority Children's Bilingual Proficiency
The purpose of the present study was to identify factors that predict the first-and second-language proficiency of ethnic minority children at the age of 6 years. A sample of 72 six-year-old Turkish children, living in The Netherlands since their infant years, was identified prior to their entrance into the first grade of primary school. Predictor measures originating from the child, his or her family, and the institutional care the child had gon…
Language-Mixing in Children's Speech
Data on Dutch-Turkish language-mixing behavior of Turkish children growing up in The Netherlands are presented and analysed. The purpose of this study was to determine the extent to which the descriptive models developed in research on language-mixing are generalizable. It was found that the functional characteristics of the children's language-mixing are compatible with earlier results. Structural analysis of the data, however, yielded results t…
The Bilingual Child as a Word Maker
Proceedings of the Fourteenth Annual Meeting of the Berkeley Linguistics Society (1988), pp. 232-243
Acquisition of Reading in a Second Language
THE PURPOSE of this longitudinal study was to investigate differences in reading acquisition processes between children learning to read in their native language and children learning to read in a second language. The author studied Dutch children and Turkish children as they learned to read in Dutch during the first two grades of primary school in the Netherlands. The children were given a number of tasks to test the efficiency of both word reco…
Predicting Minority Children's Bilingual Proficiency
The purpose of the present study was to identify factors that predict the first-and second-language proficiency of ethnic minority children at the age of 6 years. A sample of 72 six-year-old Turkish children, living in The Netherlands since their infant years, was identified prior to their entrance into the first grade of primary school. Predictor measures originating from the child, his or her family, and the institutional care the child had gon…
Functional Literacy
The purpose of the volume is to open up new perspectives in the study of literacy by bringing together current research findings from linguistics, psychology, sociology and anthropology. The book divides into five parts. The first part deals with theoretical questions related to the definition and the modeling of the construct of functional literacy. The second part goes into the notion of literacy development. Both societal and individual aspect…
Immigrant Languages in Europe
Introduction: immigrant groups and immigrant languages in Europe, Guus Extra and Ludo Verhoeven. Part 1 Use of immigrant language varieties in Europe: Sweden Finnish, Jarmo Lainio South Asian languages in Britain, Safder Alladina a bilingual perspective on Turkish and Moroccan children and adults in the Netherlands, Guus Extra and Ludo Verhoeven Croatian or Serbian as a diaspora language in Western Europe, Andrina Pavlinic. Part 2 First language …
Transfer in Bilingual Development
This study aimed to find empirical evidence for the linguistic interdependence hypothesis, which states that in bilingual development, language and literacy skills can be transferred from one language to another. Ninety-eight 6-year-old Turkish children, living in the Netherlands since infancy, were selected prior to their entrance into the first grade of primary school. A longitudinal design monitored the development of lexical, morphosyntactic,…
Literacy and the making of the Western mind
This chapter explores the historical relationship between literacy and the development of what is often termed the 'Western mind.' Olson argues that the advent of alphabetic literacy, particularly in ancient Greece, fostered a specific mode of thought characterized by abstract reasoning, logical analysis, and a focus on the individual as an autonomous agent. He contrasts this with the more context-dependent and orally-based thought patterns preva…
The Cross-Linguistic Study of Bilingual Development
Part 1 Early bilingual development: retrospective on the study of early bilingualism, B. McLaughlin the separate development hypothesis - method and implications, A. de Houwer early bilingual development of Turkish children in the Netherlands, H. van der Heijden and L. Verhoeven early bilingual development of Turkish children in Berlin, C. Pfaff bilingual development of English preschool children in Turkey, O. Ekmekci two languages, three varieti…
Turkish literacy and its acquisition in the Netherlands
This article goes into mother-tongue literacy and its acquisition by Turkish immigrants who have settled in the Netherlands during the past decades. The first generation of immigrants are predominantly Turkish-speaking with only limited competence in the second language. The large majority can be called literate in their native language. The children of these immigrants participate in a linguistic network that is quite complex. At an early age th…
Literacy outside the mainstream
In this opening article an introduction is presented on the use and acquisition of vernacular literacy in nonmainstream communities. It is assumed that in multilingual societies literacy inside and outside the mainstream may serve complementary sets offunctions and that literacy skills in various languages can be regardedas relevant human resources. Furthermore, it is shown that the written tradition of the ethnic languages and the sociolinguisti…
A Future Perspective on Literacy in Europe
Item does not contain fulltext
A Future Perspective on Literacy in Europe
Bilingualism and Migration
This book focuses on bilingualism in the context of migration and minorization processes. Its aim is to integrate recent research in this fast growing field of scientific and social interest into a single and coherent academic reference. The book has four parts. Part One goes into processes of early bilingual development. Part Two focuses on bilingual development of children at school age. In Part Three the constraints in processes of code-switch…
Components in Early Second Language Reading and Spelling
The purpose of this study was to uncover any differences in the early reading and spelling processes of children learning to read in a first language (L1) and children learning to read in a second language (L2). The reading and spelling development of native Dutch-speaking children and minority children in the first two grades of elementary school were compared. The children were given a number of tasks to test their vocabulary knowledge and the …
Narrative Development in a Multilingual Context
In this volume, the results of a number of empirical studies of the development of narrative construction within a multilingual context are presented and discussed. It is explored what operating principles underlie the process of narrative production in L1 and L2. Developmental relations between form and function will be studied across a broad range of functional categories, such as temporality, perspective, connectivity, and narrative coherence.…
Narrative development in a multilingual context
Precursors of Functional Literacy
The purpose of this volume is to present recent research in the field of the acquisition of functional literacy and its precursors. The volume aims to capture the state of the art in this rapidly expanding field. An attempt is made to clarify the vague and often inconsistent definitions of functional literacy from the perspective of development. Cognitive, linguistic, educational, and social factors of literacy development are all taken into acco…
Precursors of functional literacy
Sociocultural and cognitive constraints on literacy development
In their position paper, Dorit Ravid & Liliana Tolchinsky have made a critical attempt to develop a theoretical framework which would account for the success of learning to read and write in different languages throughout the life span. The major focus of this framework is on the linguistic perspective of literacy development – leading to the concept of linguistic literacy. The authors highlight those aspects of literacy competence that are expre…
Passive voice constructions in written texts
The distribution of passive constructions is examined in written texts produced by native speakers of five Languages (Dutch, English, French, Hebrew, and Spanish), from four Age groups (aged 9–10, 12–13, 15–16 years, and adults). These languages contrast in the variety of structures available to promote a patient and to downgrade an agent in event encoding. The results show significant effects of Language and Age. When a language has productive a…
Cross-linguistic perspectives on the development of text-production abilities
The studies reported in this volume of WL&L (5: 1–2, 2002) all derive from a joint project entitled “Developing literacy in different contexts and in different languages”, funded by the Spencer Foundation, Chicago. The study encompasses seven languages — Dutch, English, French, Hebrew, Icelandic, Spanish, and Swedish — for which data were collected in Europe, Israel, and the US by graduate research assistants in education, linguistics, and psycho…
Clause packaging in writing and speech
This article analyses clause packaging in the written narrative and expository texts in Dutch, English, French, Hebrew, and Spanish by grade-school children and adults. A “clause package” is defined as a text unit consisting of clauses linked by syntactic, thematic, and discursive criteria. Our study attempts to arrive at an understanding of cross-linguistic universals in the distribution of clause-package types as a function of Genre and Modalit…
Language proficiency and reading ability in first‐ and second‐language learners
S The purpose of the present study was to investigate the development of and interrelations between the language proficiencies and reading abilities of children learning to read in either a first language or a second language. The authors compared the reading‐comprehension, word‐decoding, and oral‐language skills of both high and low SES Dutch third and fourth graders to the skills of low SES minority third and fourth graders from a Turkish or Mo…
Relating Events in Narrative, Volume 2
Psychology (92 obras) · Linguistics (82 obras) · Reading and Literacy Development (70 obras) · Computer Science (41 obras) · Cognitive psychology (35 obras) · Developmental psychology (31 obras) · Literacy (27 obras) · Vocabulary (27 obras) · Mathematics education (24 obras) · Pedagogy (23 obras)