The current research investigated the effectiveness of a narrative intervention method aiming to improve oral narrative ability in 8- to 10-year-old children with developmental language disorder (DLD) (n = 6). Oral narrative ability was assessed through a narrative retelling and a narrative generation task of which both the narrative…

The current study used a dyadic and coconstructive approach to examine how to embed exercises that support executive functioning into early literacy instruction to empower its effects. Using a randomized controlled trial design with 100 children, we examined the effects of dyadic activities in which children scaffolded each other's learning and…

In the present study we investigated experimentation abilities of children with learning problems in early childhood education, i.e. kindergarten (4-6 years old). An essential part of science education is learning via the scientific method, of which experimentation is the central component. We studied experimentation abilities in 28 kindergartners…

In this quasi-experimental study involving 23 fourth grade teachers, we investigated the effect of implementing teacher-child dynamic mathematics interviews to improve mathematics teaching behavior in the classroom. After a baseline period of 13 months, the teachers participated in a professional development program to support the use of dynamic…

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…

Research Findings: The present study compared effects of explicit instruction on and practice with the phonological form of words (form-focused instruction) versus explicit instruction on and practice with the meaning of words (meaning-focused instruction). Instruction was given via interactive storybook reading in the kindergarten classroom of…

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…

We investigated pictorial versus contextual support effects over and above teaching of definitions on children's word learning and retention as well as the moderating role of reading comprehension. In a between-subject pre-post-retention test control group design, Dutch fourth graders learned concrete and abstract Dutch words. The context group…

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…

Previous research found a beneficial effect of augmentative signs (signs from a sign language used alongside speech) on spoken word learning by signing deaf and hard-of-hearing (DHH) children. The present study compared oral DHH children, and hearing children in a condition with babble noise in order to investigate whether prolonged experience…

The present study investigated the effects on learning in a sheltered Internet environment using so-called WebQuests in elementary school classrooms in the Netherlands. A WebQuest is an assignment presented together with a series of web pages to help guide children's learning. The learning gains and quality of the work of 229 sixth graders…

Previous studies have shown that instruction of reading strategies is an effective method for enhancing reading comprehension. However, many of the interventions in these studies focused on small groups of (poor) comprehenders and were provided by research assistants, making it time-consuming and relatively expensive. The authors implemented a…

Incidental word learning is influenced by context, task, and reader characteristics. The present study aimed to determine the contribution and interactions of these factors for fifth-grade students. The focus was on contextual differences: words' meanings are inferred from local or global contexts. This effect was tested as a function of task: gap…

This study examined the self-concept and social status of accelerated and nonaccelerated students in their first 2 years of secondary school in the Netherlands. In 357 students from 18 secondary schools, we measured self-concept, sociometric status, and behavior reputations at three times. Accelerated students had more positive self-concepts…

Content and Language Integrated Learning (CLIL) has become increasingly popular all over Europe. As the target language is invariably English, many see CLIL as a way of helping learners develop an optimal command of English as a foreign language (EFL). The focus of many research studies has been on gains in language proficiency but the aims of…