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Opletten kun je leren

Van de Sande, Segers, & Verhoeven (2014). [Staying focused can be learned]. Didactief, 44 (1), 56-57.

Leerlingen die moeite hebben met veranderingen, opletten en doorzetten (‘executieve functies’) blijven vaak ook achter met lezen, rekenen en sociale vaardigheden. Maar executieve functies kun je stimuleren, om zo kinderen te helpen meer profijt uit de schoollessen te halen. 

Children that have trouble with changing situations, paying attention, and staying on tasks (‘executive functions’), generally remain behind with academic skills such as reading, math, and social skills. But executive functions can be ameliorated, resulting in higher benefits from education.

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How phonological awareness mediates the relation between children’s executive control and word decoding

Van de Sande, E., Segers, E., & Verhoeven, L. (2013). Learning and Individual Differences, 26, 112-118.

Ample evidence has shown that subjective measures of executive control in kindergarten strongly contribute to the emergence of reading. In the present study, we examined this relation more thoroughly, by considering contributions of objective direct self-measures of both attentional control and behavioral control to the developmental trajectory from phonological awareness in kindergarten to subsequent decoding in first grade. Results show that executive control allows the development of reading abilities that predate formal reading instruction via the advancements in phonological awareness.

http://dx.doi.org/10.1016/j.lindif.2013.05.002

A regression model for the English benefactive alternation

Theijssen, D., Van Halteren, H., Fikkers, K., Groothoff, F., Van Hoof, L., Van de Sande, E., et al. (2009). Selected papers from the nineteenth CLIN meeting. In: Plank, B., Tjong Kim Sang, E., and Van de Cruys, T. LOT Occasional Series (14), pp. 115-130.

In this paper, we used logistic regression modelling to predict the English benefactive alternation (He baked me a cake vs. He baked a cake for me) in adults and children. Results showed that there are no indications of major differences either between the to-dative and benefactive alternation in adult and child language.

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