Ethnic Minority Children Acquiring Literacy

Verhoeven, Ludo

doi:10.1515/9783110250503

Cited by 36 publications

(19 citation statements)

References 114 publications

(145 reference statements)

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“…This subtask was removed because of strong ceiling effects (M = 9.59, SD = 1.00 at pretest). In the syllabic awareness task (Verhoeven, 1987), children had to combine syllables to synthesize words. For auditory blending (Verhoeven, 1987), phonemes had to be combined to synthesize words.…”

Section: Preliteracy Skillsmentioning

confidence: 99%

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Supporting executive functions during children's preliteracy learning with the computer

Sande

Segers

2016

Computer Assisted Learning

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The present study examined how embedded activities to support executive functions helped children to benefit from a computer intervention that targeted preliteracy skills. Three intervention groups were compared on their preliteracy gains in a randomized controlled trial design: an experimental group that worked with software to stimulate early literacy with embedded executive-functioning support (EL + EF group), an experimental group that worked with the same early literacy software without the explicit EF-support (EL group) and a control group that played with language discovery games from the same software. These groups were contrasted on their preliteracy progress over time and on their learning behaviours while working with the software. Results showed that children in the two experimental groups progressed more in preliteracy skills on the long-term, with the EL + EF group showing the highest learning effects. These results were mainly shown for the children with lower levels of EFs. Moreover, children in the EL + EF group showed more independent behaviour and played more games than children in the EL group. These results indicate that young children can show more effective learning over time during computer interventions when their executive functions are kept active.

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Section: Preliteracy Skillsmentioning

confidence: 99%

“…In the syllabic awareness task (Verhoeven, 1987), children had to combine syllables to synthesize words. For auditory blending (Verhoeven, 1987), phonemes had to be combined to synthesize words. In the phonemic segmentation task (Verhoeven, 1987), children had to segment words into its phonemes.…”

Section: Preliteracy Skillsmentioning

confidence: 99%

Supporting executive functions during children's preliteracy learning with the computer

Sande

Segers

2016

Computer Assisted Learning

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“…Very few studies (although there are some, see e.g. Gregory, 1996;Kenner, 2004;Rosowsky, 2001;Verhoeven, 1987Verhoeven, , 1994 have explored the process of learning to read or write simultaneously in more than one language.…”

Section: Theoretical Perspectivesmentioning

confidence: 99%

Learning to Read ‘Properly’ by Moving Between Parallel Literacy Classes

Robertson

2006

Language and Education

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This paper explores what kinds of advantages and strengths the process of learning to read simultaneously in different languages and scripts might bring about. It is based on a socio-cultural view of learning and literacy and examines early literacy in three parallel literacy classes in Watford, England. It analyses the learning experiences of five bilingual children who are of second or third generation Pakistani background. At the start of the study the children are five years old and they attend the same school and class. They learn to read in English during their daily literacy hour lessons; their home language is Pahari 1 . They attend weekly Urdu lessons that take place in a community language school. They also learn to read in classical Arabic -in a language they do not speak or understand -in their daily Qur'anic classes and, typically, in the local mosque. The data shows that the children learn to switch between three literacy systems. They talk about their literacy learning in terms of 'how you got to do it' and 'do it properly', which varies from class to class. They use a different range of learning strategies in establishing how to read with meaning. Rather than finding these -or the different related languages and scripts -confusing, they have a powerful impact in enabling the children to see literacies as systems that change and that can be manipulated. This kind of analytical approach of understanding 'proper' reading is based on the children's varied experiences of parallel literacy classes.

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“…Extra et al, 2001). Verhoeven (1987) shows that, at the end of grade four, Turkish/Dutch bilingual pupils have a more extended receptive and productive Turkish vocabulary, regardless of whether literacy instruction is given in Turkish or in Dutch. Verhallen et al (1999) show, on the basis of word association tasks containing equivalents in Dutch and Turkish, that at the age of nine, i.e., at grade six, Turkish pupils know Dutch words more thoroughly than Turkish words.…”

Section: Immigrant Minority Language Teaching In Practicementioning

confidence: 94%

"You don't need to know the Turkish word". Immigrant minority language teaching policies and practice in the Netherlands

Bezemer¹,

Kroon²

2006

L1 Educational Studies in Language and Literature

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This paper discusses recent developments in policies and practices of immigrant minority language teaching in the Netherlands. It focuses on the realisation of this provision as 'language support'. Within this arrangement, an immigrant minority language is used as a medium of instruction for parts of the regular primary school curriculum. Following Goodlad et al. (1979), we identify different versions of the language support curriculum on the basis of in-depth analyses of policy documents from the national and local government (the formal curriculum), and the National Educational Innovation Centre for Primary Education and the Inspectorate of Education (the ideological curriculum). In addition, we analyse policies and practices with respect to language support at a multicultural primary school on the basis of observations, interviews, and school documents (the perceived, operational and experiential curriculum). The analyses reveal how policy makers, practitioners, and pupils differ in their understanding of the notion of language support. They also show how inaccurate assumptions with respect to the pupils' relative command in Dutch and the minority language impact on actual practices of language support.French Cet article porte sur les développements récents aux Pays-Bas des politiques et des pratiques d'enseignement de l'écrit aux immigrés. Il se centre sur l'application du dispositif « soutien à l'apprentissage langagier ». Selon cette disposition, une langue étrangère est utilisée pour enseigner certaines parties du programme de l'école primaire. À la suite de Goodlad et al. (1979) DutchDeze bijdrage gaat over recente ontwikkelingen in het beleid en de praktijk van het onderwijs in allochtone levende talen in Nederland en dan met name over de invulling van dit onderwijs als 'taalondersteuning'. Taalondersteuning houdt in dat een allochtone levende taal wordt gebruikt als instructietaal in delen van het reguliere basisschoolcurriculum. In navolging van Goodlads (1979) curriculumtheorie onderscheiden we verschillende versies van taalondersteuningscurriculum. Dit doen we op basis van een diepteanalyse van beleidsdocumenten van de nationale en lokale overheid (het formele curriculum) en van het Procesmanagement Primair Onderwijs en de Inspectie van het Onderwijs (het ideologische curriculum). Daarnaast analyseren we het beleid en de praktijk van taalondersteuning op een multiculturele basisschool op basis van observaties, interviews en schooldocumenten (het waargenomen, operationele en ervaren curriculum). De analyses maken duidelijk hoe beleidsmakers, leraren en leerlingen van elkaar verschillen in hun begrip van de notie 'taalondersteuning'. Ze laten ook zien hoe onnauwkeurige aannames met betrekking tot de relatieve beheersing van het Nederlands en de allochtone levende taal door leerlingen van invloed zijn op de praktijk van het taalondersteuningsonderwijs.

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Ethnic Minority Children Acquiring Literacy

Cited by 36 publications

References 114 publications

Supporting executive functions during children's preliteracy learning with the computer

Supporting executive functions during children's preliteracy learning with the computer

Learning to Read ‘Properly’ by Moving Between Parallel Literacy Classes

"You don't need to know the Turkish word". Immigrant minority language teaching policies and practice in the Netherlands

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