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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 6 of 6 1 Predictors for grade 6 reading in children at familial risk of dyslexia van Setten, Ellie R. H.; Hakvoort, Britt E.; van der Leij, Aryan. - : Springer US, 2018 BASE Show details 2 Pathways Into Literacy: The Role of Early Oral Language Abilities and Family Risk for Dyslexia van Viersen, Sietske; de Bree, Elise H.; Zee, Marjolein. - : SAGE Publications, 2018 BASE Show details 3 The Effect of Parents’ Literacy Skills and Children’s Preliteracy Skills on the Risk of Dyslexia van Bergen, Elsje; de Jong, Peter F.; Maassen, Ben. - : Springer US, 2014 BASE Show details 4 Preliteracy signatures of poor-reading abilities in resting-state EEG Schiavone, Giuseppina; Linkenkaer-Hansen, Klaus; Maurits, Natasha M.. - : Frontiers Media S.A., 2014 BASE Show details 5 Reading fluency and speech perception speed of beginning readers with persistent reading problems: the perception of initial stop consonants and consonant clusters Snellings, Patrick; van der Leij, Aryan; Blok, Henk. - : Springer US, 2010 BASE Show details 6 Acquiring reading and vocabulary in Dutch and English: the effect of concurrent instruction van der Leij, Aryan; Bekebrede, Judith; Kotterink, Mieke. - : Springer Netherlands, 2009 Abstract: To investigate the effect of concurrent instruction in Dutch and English on reading acquisition in both languages, 23 pupils were selected from a school with bilingual education, and 23 from a school with education in Dutch only. The pupils had a Dutch majority language background and were comparable with regard to social-economic status (SES). Reading and vocabulary were measured twice within an interval of 1 year in Grade 2 and 3. The bilingual group performed better on most English and some of the Dutch tests. Controlling for general variables and related skills, instruction in English contributed significantly to the prediction of L2 vocabulary and orthographic awareness at the second measurement. As expected, word reading fluency was easier to acquire in Dutch with its relatively transparent orthography in comparison to English with its deep orthography, but the skills intercorrelated highly. With regard to cross-linguistic transfer, orthographic knowledge and reading comprehension in Dutch were positively influenced by bilingual instruction, but there was no indication of generalization to orthographic awareness or knowledge of a language in which no instruction had been given (German). The results of the present study support the assumption that concurrent instruction in Dutch and English has positive effects on the acquisition of L2 English and L1 Dutch. Keyword: Article URL: http://www.ncbi.nlm.nih.gov/pubmed/20174440 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2820218 https://doi.org/10.1007/s11145-009-9207-5 BASE Hide details

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