Kees de Glopper

First language and second language writing: The role of linguistic knowledge, speed of processing, and metacognitive knowledge

In this study the relative importance of linguistic knowledge, metacognitive knowledge, and fluency or accessibility of this linguistic knowledge in both first language (L1; Dutch) and second language (L2; English) writing was explored. Data were collected from 281 grade 8 students. Using structural equation modeling, the relative importance of the three components was studied and compared across L1 and L2 writing. The results showed that the fluency measures were correlated with overall writing performance in both L1 and L2. However, when compared to linguistic knowledge resources, these fluency measures turned out to have no additional value in predicting L1 or L2 writing performance. L2 writing proficiency turned out to be highly correlated with L1 writing proficiency, more than with either L2 linguistic knowledge or the accessibility of this knowledge.

Linguistic knowledge, processing speed, and metacognitive knowledge in first- and second-language reading comprehension: A componential analysis

The authors report results of a study into the role of components of first-language (L1; Dutch) and second-language (L2; English) reading comprehension. Differences in the contributions of components of L1 and L2 reading comprehension are analyzed, in particular processing speed in L1 and L2. Findings indicate that regression weights of the L1 and L2 components are different. Although correlations between most processing speed components and reading comprehension are substantial, there are no unique contributions to the explanation of either L1 or L2 reading comprehension when linguistic and metacognitive knowledge are accounted for. In addition, L1 reading comprehension is shown to have a large contribution to L2 reading comprehension, supporting theories of L1-L2 transfer of reading skills. Results are discussed from a developmental perspective.

Roles of linguistic knowledge, metacognitive knowledge and processing speed in L3, L2 and L1 reading comprehension A structural equation modeling approach

In this article we present an analysis of the relationship between L3 reading comprehension and its constituent skills for bilingual Dutch students for whom English is a third language(L3) compared to monolingual Dutch students for whom English is a second language(L2). An analogous analysis is made for their Dutch reading comprehension, Dutch being their L2 and L1 respectively. Participants are 13/14 year-old secondary school students. The point of departure in the analyses is a regression model in which reading proficiency is decomposed into three types of constituent components: linguistic knowledge(vocabulary and grammar), speed of processing linguistic knowledge(lexical access and sentence comprehension), and metacognitive knowledge(of text characteristics and strategies for reading and writing). Using structural equation modeling, we determined the contribution of constituent skills to Dutch L2 and L1, and English L3 and L2 reading comprehension. The results showed that, despite differences between the two groups in Dutch and English reading comprehension, no differences between the groups were found in the pattern of regression weights on the three types of constituent skills. Possible implications of these findings are discussed.

Keystroke Analysis: Reflections on Procedures and Measures

Although keystroke logging promises to provide a valuable tool for writing research, it can often be difficult to relate logs to underlying processes. This article describes the procedures and measures that the authors developed to analyze a sample of 80 keystroke logs, with a view to achieving a better alignment between keystroke-logging measures and underlying cognitive processes. They used these measures to analyze pauses, bursts, and revisions and found that (a) burst lengths vary depending on their initiation type as well as their termination type, suggesting that the classification system used in previous research should be elaborated; (b) mixture models fit pause duration data better than unimodal central tendency statistics; and (c) individuals who pause for longer at sentence boundaries produce shorter but more well-formed bursts. A principal components analysis identified three underlying dimensions in these data: planned text production, within-sentence revision, and revision of global text structure.

The effect of enhanced lexical retrieval on second language writing: A classroom experiment

Lexical retrieval is an essential subprocess in language production, and its efficiency is crucial for writing. To improve writing quality in a second language, we developed an experimental, computerized training for improving fluency of lexical retrieval in a classroom setting, applying techniques previously restricted to laboratory use. In a counterbalanced design with randomized assignment, each of two groups was trained on a different set of words for productive use. A previous study showed that students in both groups attained greater fluency of lexical retrieval on the trained word set in comparison to students who were not trained on that word set. The current study provides evidence that this enhanced fluency transferred to narrative writing, as students in both groups used the trained words more often in narrative texts. In addition, one of the groups showed significant improvement in their expression of essential content elements. However, no significant differences were found on global quality ratings. The results are discussed in the context of theories of limited processing capacity during text production. We also consider the implications of these results for language instruction.

The relation between attitude toward reading adolescent literature and literary reading behavior

Abstract The research presented in this article concludes that the widely accepted Model of Planned Behavior (MPB) is an adequate model for measuring the attitude toward reading adolescent literature [By ‘adolescent literature’ we mean works of fiction to be read by middle grade students. These can be works like ‘Huckleberry Finn’, but also more modern works of fiction aiming at middle grade readers or even adults] of students in grades 7–9 of secondary education. Of all attitude components distinguished in the MPB the strongest predictors of the actual reading of adolescent literature appear to be the cognitive and affective attitude and the intentions. The subjective norm and the perceived behavioral control are hardly connected with the reading behavior. On average, students in higher grades, students following lower types of education and boys appear to have less favorable attitudes to adolescent literature and to read less adolescent literature. Results are discussed in relation to educational implications and implications for theories and research into reading behavior and the attitude towards reading adolescent literature.

Dimensions and predictors of literary response

To test the validity of the Literary Response Questionnaire (lrq, Miall & Kuiken, 1995b) and to assess its relationships with student, home-background, and school-related variables, the lrq was administered to Dutch students in grades 7, 8, and 9. The seven first-order factors of the lrq, as identified by Miall and Kuiken {1995b), were confirmed. One of the two second-order factors was not identified. However, a model with two different second-order factors fitted the data. Trance, the first factor, represents the degree to which a reader is absorbed in a story. Literary Interpretation, the second factor, represents the degree to which a reader likes or dislikes literary criticism and reflection on the meaning of what is read. Grade, gender, type of education, vocabulary size, reading behavior, and cultural level of the home environment were the best predictors of the literary response scores. Results are discussed in relation to response theories and research and to literary education.

Home-school book sharing comes in many forms: A microanalysis of teacher-child interaction during the activity of borrowing a school book

In this paper, we analyse one aspect of home–school book sharing, namely the activity of borrowing a book. We describe how the borrowing activity is accomplished in daily practice in two Dutch preschools and which emergent literacy practices can be embedded in this routine. We followed fifteen children, aged from two years to four years, and analysed how they were involved in the borrowing activity as part of home–school book sharing. In total we analysed sixty borrowing events. We found three variations of the borrowing act: children were not involved at all; they were involved in a basic borrowing routine; and they were involved in an extended borrowing routine. In the case of no involvement, the teacher chose a book without the child being present, or the child did not get a new book at all. In the other two cases there was teacher–child interaction. The structure of the basic routine is: (1) the teacher orients the child to the activity; (2) the child browses books and selects one; and (3) the teacher acknowledges the child’s choice. In the extended routine there are supplemental orientations to literacy practices, either about (future) reading or about writing down the choice. Microanalysis of borrowing interactions revealed that although both preschools had implemented the home–school book sharing programme, literacy experiences for individual children differed.

Problem-solving during shared reading at kindergarten

This paper reports on a conversation analytic study of problem-solving interactions during shared reading at three kindergartens in the Netherlands. It illustrates how teachers and pupils discuss book characters’ problems that arise in the events in the picture books. A close analysis of the data demonstrates that problem-solving interactions do not only occur when directly asked for by the teacher; more importantly, pupils are found to be oriented to problem-solving without being explicitly invited to do so. Our analyses show that shared reading offers pupils room for hypothesising where teachers and pupils can discuss possible solutions for the problems experienced by the book characters. By using problem-solving to talk and think about problematic book-related events, pupils from 4 to 6 years old practise basic elements of problem-solving that are important from a developmental perspective.