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Direct linkDamhuis, Carmen M. P.; Segers, Eliane; Scheltinga, Femke; Verhoeven, Ludo – School Effectiveness and School Improvement, 2016
We examined the effects of adaptive word retrieval intervention on a classroom vocabulary program on children's vocabulary acquisition in kindergarten. In the experimental condition, word retrieval was provided in a classroom vocabulary program, combining implicit and explicit vocabulary instructions. Children performed extra word retrieval…
Descriptors: Intervention, Vocabulary Development, Feedback (Response), Control Groups
Chondrogianni, Vasiliki; Vasic, Nada; Marinis, Theodoros; Blom, Elma – Second Language Research, 2015
The present article examines production and on-line processing of definite articles in Turkish-speaking sequential bilingual children acquiring English and Dutch as second languages (L2) in the UK and in the Netherlands, respectively. Thirty-nine 6-8-year-old L2 children and 48 monolingual (L1) age-matched children participated in two separate…
Descriptors: Language Research, Reading Comprehension, Language Processing, Second Language Learning
de Bree, Elise; Kerkhoff, Annemarie – Scientific Studies of Reading, 2010
This study assesses morpho-phonological alternation in plural formation by 5-year-old Dutch children with a familial risk of dyslexia, children with specific language impairment (SLI), and typically developing children. The morpho-phonological process investigated is the voicing alternation in Dutch singular-plural pairs such as bed [t]…
Descriptors: Control Groups, Dyslexia, Indo European Languages, Task Analysis
Bekebrede, Judith; van der Leij, Aryan; Share, David L. – Reading and Writing: An Interdisciplinary Journal, 2009
The phonological-core variable-orthographic differences (PCVOD) model [van der Leij, & Morfidi (2006). "Journal of Learning Disabilities," 39, 74-90] has been proposed as an explanation for the heterogeneity among dyslexic readers in their profiles of reading-related subskills. The predictions of this model were investigated in a…
Descriptors: Reading Difficulties, Spelling, Silent Reading, Reading Fluency
De Ridder, Isabelle; Vangehuchten, Lieve; Gomez, Marta Sesena – Applied Linguistics, 2007
In general terms automaticity could be defined as the subconscious condition wherein "we perform a complex series of tasks very quickly and efficiently, without having to think about the various components and subcomponents of action involved" (DeKeyser 2001: 125). For language learning, Segalowitz (2003) characterised automaticity as a…
Descriptors: Experimental Groups, Control Groups, Second Language Learning, Task Analysis
