Patrick Snellings
Dados Biográficos
| ID | 965047 |
|---|---|
| NOME | Patrick Snellings |
| PRENOMES | Patrick |
| SOBRENOME | Snellings |
| ASSINATURA | SNELLINGS P |
| AFILIAÇÕES | University of Amsterdam |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 12 |
| TOTAL DE CITAÇÕES | 48 |
| TOTAL COMO AUTOR | 12 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2002 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2024 |
| ÍNDICE H | 3 |
The Covid generation
Due to pandemic-induced lockdown(s) in 2020, dyslexia treatment was forced to move to online platforms. This study examined whether Dutch children who received online treatment progressed as much in their reading and spelling performance as children who received the usual face-to-face treatment. To this end, 254 children who received treatment-as-usual were compared to 162 children who received online treatment with Bayesian methods. The advantag…
Cognitive Fluency in L2
The fluency of second language (L2) speech can be influenced by L2 proficiency, but also by differences in the efficiency of cognitive operations and personal speaking styles. The nature of cognitive fluency is still, however, little understood. Therefore, we studied the cognitive fluency of Finnish advanced students of English (N = 64) to understand how the efficiency of cognitive processing influences speech rate. Cognitive fluency was operatio…
A randomised proof‐of‐concept trial on the effectiveness of a game‐based training of phoneme‐grapheme correspondences in pre‐readers
Goal-directedness enhances letter-speech sound learning and consolidation in an unknown orthography
This study examined how top-down control influenced letter-speech sound (L-SS) learning, the initial phase of learning to read. In 2020, 107 Dutch children (53 boys, M age = 106.845 months) learned eight L-SS correspondences, either preceded by goal-directed or implicit instructions. Symbol knowledge and artificial word-reading ability were assessed immediately after learning and on the subsequent day to examine the effect of sleep. Goal-directed…
English Grammar Skills in Dutch Grade 4 Children
Second language proficiency may be related to first language acquisition (Ganschow & Sparks, 1991), but relatively little is known about the relation between first and second language grammatical proficiency in primary school children who are in their first stages of foreign language learning. This study aims to determine whether differences in Dutch and English vocabulary and Dutch grammar skills predict differences in English grammatical profic…
Explaining individual differences in young English language learners’ vocabulary knowledge
The role of motivation and extramural English exposure in explaining individual differences in young English language learners’ (YELLs’) English performance is unclear. In this study, we hypothesized that different types of extramural English exposure predict YELLs’ (Dutch, N = 262, 10 years old, grade 4) oral and written English receptive vocabulary knowledge, and that motivational factors act as mediators. A distinction was made between YELLs l…
Universal and language-specific predictors of early word reading in a foreign language
A central question in the field of foreign language acquisition is whether the processes involved in reading development in a foreign language are universal or dependent on characteristics of the specific language involved. We investigated the impact of orthographic depth and writing system on word reading acquisition in a foreign orthography, by studying children who are proficient readers in the transparent alphabetic Dutch orthography and who …
Reading fluency and speech perception speed of beginning readers with persistent reading problems
This study investigated the role of speech perception accuracy and speed in fluent word decoding of reading disabled (RD) children. A same-different phoneme discrimination task with natural speech tested the perception of single consonants and consonant clusters by young but persistent RD children. RD children were slower than chronological age (CA) controls in recognizing identical sounds, suggesting less distinct phonemic categories. In additio…
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…
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…
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…
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…
Explaining individual differences in young English language learners’ vocabulary knowledge
The role of motivation and extramural English exposure in explaining individual differences in young English language learners’ (YELLs’) English performance is unclear. In this study, we hypothesized that different types of extramural English exposure predict YELLs’ (Dutch, N = 262, 10 years old, grade 4) oral and written English receptive vocabulary knowledge, and that motivational factors act as mediators. A distinction was made between YELLs l…
Universal and language-specific predictors of early word reading in a foreign language
A central question in the field of foreign language acquisition is whether the processes involved in reading development in a foreign language are universal or dependent on characteristics of the specific language involved. We investigated the impact of orthographic depth and writing system on word reading acquisition in a foreign orthography, by studying children who are proficient readers in the transparent alphabetic Dutch orthography and who …
English Grammar Skills in Dutch Grade 4 Children
Second language proficiency may be related to first language acquisition (Ganschow & Sparks, 1991), but relatively little is known about the relation between first and second language grammatical proficiency in primary school children who are in their first stages of foreign language learning. This study aims to determine whether differences in Dutch and English vocabulary and Dutch grammar skills predict differences in English grammatical profic…
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…
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…
Reading fluency and speech perception speed of beginning readers with persistent reading problems
This study investigated the role of speech perception accuracy and speed in fluent word decoding of reading disabled (RD) children. A same-different phoneme discrimination task with natural speech tested the perception of single consonants and consonant clusters by young but persistent RD children. RD children were slower than chronological age (CA) controls in recognizing identical sounds, suggesting less distinct phonemic categories. In additio…
Universal and language-specific predictors of early word reading in a foreign language
A central question in the field of foreign language acquisition is whether the processes involved in reading development in a foreign language are universal or dependent on characteristics of the specific language involved. We investigated the impact of orthographic depth and writing system on word reading acquisition in a foreign orthography, by studying children who are proficient readers in the transparent alphabetic Dutch orthography and who …
Explaining individual differences in young English language learners’ vocabulary knowledge
The role of motivation and extramural English exposure in explaining individual differences in young English language learners’ (YELLs’) English performance is unclear. In this study, we hypothesized that different types of extramural English exposure predict YELLs’ (Dutch, N = 262, 10 years old, grade 4) oral and written English receptive vocabulary knowledge, and that motivational factors act as mediators. A distinction was made between YELLs l…
A randomised proof‐of‐concept trial on the effectiveness of a game‐based training of phoneme‐grapheme correspondences in pre‐readers
Goal-directedness enhances letter-speech sound learning and consolidation in an unknown orthography
This study examined how top-down control influenced letter-speech sound (L-SS) learning, the initial phase of learning to read. In 2020, 107 Dutch children (53 boys, M age = 106.845 months) learned eight L-SS correspondences, either preceded by goal-directed or implicit instructions. Symbol knowledge and artificial word-reading ability were assessed immediately after learning and on the subsequent day to examine the effect of sleep. Goal-directed…
English Grammar Skills in Dutch Grade 4 Children
Second language proficiency may be related to first language acquisition (Ganschow & Sparks, 1991), but relatively little is known about the relation between first and second language grammatical proficiency in primary school children who are in their first stages of foreign language learning. This study aims to determine whether differences in Dutch and English vocabulary and Dutch grammar skills predict differences in English grammatical profic…
The Covid generation
Due to pandemic-induced lockdown(s) in 2020, dyslexia treatment was forced to move to online platforms. This study examined whether Dutch children who received online treatment progressed as much in their reading and spelling performance as children who received the usual face-to-face treatment. To this end, 254 children who received treatment-as-usual were compared to 162 children who received online treatment with Bayesian methods. The advantag…
Cognitive Fluency in L2
The fluency of second language (L2) speech can be influenced by L2 proficiency, but also by differences in the efficiency of cognitive operations and personal speaking styles. The nature of cognitive fluency is still, however, little understood. Therefore, we studied the cognitive fluency of Finnish advanced students of English (N = 64) to understand how the efficiency of cognitive processing influences speech rate. Cognitive fluency was operatio…
Psychology (11 obras) · Linguistics (10 obras) · Reading and Literacy Development (8 obras) · Computer Science (7 obras) · Second Language Acquisition and Learning (7 obras) · Cognition (6 obras) · Artificial Intelligence (5 obras) · Cognitive psychology (5 obras) · EFL/ESL Teaching and Learning (4 obras) · Vocabulary (4 obras)