Ludo Verhoeven

Bio: Ludo Verhoeven is an academic researcher from Radboud University Nijmegen. The author has contributed to research in topics: Reading (process) & Vocabulary. The author has an hindex of 56, co-authored 495 publications receiving 12873 citations. Previous affiliations of Ludo Verhoeven include University of Pittsburgh & Tilburg University.

Language proficiency and reading ability in first- and second-language learners

Abstract: The purpose of the present study was to investigate the development of and interrelations between the language proficiencies and reading abilities of children learning to read in either a first language or a second language. The authors compared the reading-comprehension, word-decoding, and oral-language skills of both high and low SES Dutch third and fourth graders to the skills of low SES minority third and fourth graders from a Turkish or Moroccan background living in the Netherlands. Several tests of reading comprehension, word decoding, oral text comprehension, morphosyntactic knowledge, and vocabulary knowledge were administered at the beginning of third grade, the end of third grade, and the end of fourth grade. The results showed the minority children to be faster decoders than the Dutch low SES children. With respect to reading comprehension and oral language proficiency, however, the minority children were found to lag behind the Dutch children in all respects. With respect to the interrelations between oral-language skills and reading skills, the development of reading comprehension was found to be influenced more by top-down comprehension-based processes than by bottom-up word-decoding processes for both the first- and second-language learners. The oral Dutch skills of the minority children played a more prominent role in the explanation of their reading-comprehension skills than the oral-language skills of the Dutch children, however.

Prediction of the development of reading comprehension: A longitudinal study.

Abstract: Specific effects of word decoding, vocabulary and listening comprehension abilities on the development of reading comprehension were longitudinally examined for a representative sample of 2143 Dutch children throughout the elementary school period An attempt was made to test two theoretical frameworks for the prediction of the development of reading comprehension: the lexical quality hypothesis in which word decoding and vocabulary are assumed to be critical determinants of reading comprehension and the simple reading view in which reading comprehension is assumed to be the product of word decoding and listening comprehension The results showed significant progress across grades on all of the predictor and criterion measures The stability of the measures was also high across time, which shows the individual differences between students to remain across grades Word decoding exerted a substantial effect on early reading comprehension and a small effect on later sixth grade reading comprehension The data provide empirical support for the lexical quality hypothesis as they show knowledge of word forms and word meanings (ie vocabulary) to predict the development of reading comprehension Support for the simple reading view was also found in that word decoding and listening comprehension significantly predicted reading comprehension as well A combined structural model with word decoding, vocabulary and listening comprehension as predictors of reading comprehension showed a substantial impact of the three predictors on reading comprehension at first grade In subsequent grades, vocabulary is still predicting reading comprehension directly whereas listening comprehension shows a reciprocal relationship with vocabulary Copyright © 2008 John Wiley & Sons, Ltd

Components in Early Second Language Reading and Spelling

Abstract: The purpose of this study was to uncover any differences in the early reading and spelling processes of children learning to read in a first language (L1) and children learning to read in a second language (L2). The reading and spelling development of native Dutch-speaking children and minority children in the first two grades of elementary school were compared. The children were given a number of tasks to test their vocabulary knowledge and the efficiency of their word decoding (including grapheme knowledge and word blending), word spelling (including cipher knowledge and phonemic segmentation), and reading comprehension processes. Analyses of variance were used to test for differences between the L1 and L2 learners. LISREL analyses were used to explore the components underlying the reading and spelling processes in the 2 groups of children. The results showed that the minority children kept up with the native Dutch-speaking children on word blending and word decoding tasks. On word spelling and reading ...

Transfer in Bilingual Development: The Linguistic Interdependence Hypothesis Revisited

Abstract: This study aimed to find empirical evidence for the linguistic interdependence hypothesis, which states that in bilingual development, language and literacy skills can be transferred from one language to another. Ninety-eight 6-year-old Turkish children, living in the Netherlands since infancy, were selected prior to their entrance into the first grade of primary school. A longitudinal design monitored the development of lexical, morphosyntactic, pragmatic, phonological, and literacy abilities in the children's first and second languages. To minimize test-bias, I developed linguistic tasks, which required minimal instruction, analyzing interdependence relationships in bilingual development with LISREL techniques. The results clearly show that at the level of lexicon and syntax, language transfer was quite limited. At the level of pragmatic skills, phonological skills, and literacy skills, however, positive evidence appeared for the interdependence in bilingual development.

Cross-linguistic perspectives on the development of text-production abilities: Speech and writing

Abstract: The studies reported in this volume of WL&L (5: 1–2, 2002) all derive from a joint project entitled “Developing literacy in different contexts and in different languages”, funded by the Spencer Foundation, Chicago. The study encompasses seven languages — Dutch, English, French, Hebrew, Icelandic, Spanish, and Swedish — for which data were collected in Europe, Israel, and the US by graduate research assistants in education, linguistics, and psychology, under the supervision of a project director in each country — each of whom is listed as a first or “lead” author in the articles which follow the introduction to this collection.

Using Multivariate Statistics

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Regression Diagnostics: Identifying Influential Data and Sources of Collinearity

Abstract: 1. Introduction and Overview. 2. Detecting Influential Observations and Outliers. 3. Detecting and Assessing Collinearity. 4. Applications and Remedies. 5. Research Issues and Directions for Extensions. Bibliography. Author Index. Subject Index.

Multiple Imputation for Nonresponse in Surveys

Abstract: 25. Multiple Imputation for Nonresponse in Surveys. By D. B. Rubin. ISBN 0 471 08705 X. Wiley, Chichester, 1987. 258 pp. £30.25.