Peter F. de Jong

Effects of Phonological Abilities and Linguistic Comprehension on the Development of Reading

Specific effects of phonological abilities and linguistic comprehension on the development of word-decoding ability and reading comprehension, respectively, were examined in a longitudinal study with 141 Dutch children from the end of first grade to the end of third grade. In first grade, measures were administered for phonological awareness and serial rapid naming and for vocabulary and listening comprehension. Word-decoding speed and reading comprehension were assessed at the end of Grades 1 and 3. Results indicate that phonological abilities were highly associated with word decoding but did not have an additional influence on the further development of word decoding after first grade. For reading comprehension, word decoding, vocabulary, and listening comprehension appeared to exert additional influences on its further development after first grade. The results indicate that partly different determinants underlie the development of word-decoding ability and reading comprehension.Specific effects of phonological abilities and linguistic comprehension on the development of word-decoding ability and reading comprehension, respectively, were examined in a longitudinal study with 141 Dutch children from the end of first grade to the end of third grade. In first grade, measures were administered for phonological awareness and serial rapid naming and for vocabulary and listening comprehension. Word-decoding speed and reading comprehension were assessed at the end of Grades 1 and 3. Results indicate that phonological abilities were highly associated with word decoding but did not have an additional influence on the further development of word decoding after first grade. For reading comprehension, word decoding, vocabulary, and listening comprehension appeared to exert additional influences on its further development after first grade. The results indicate that partly different determinants underlie the development of word-decoding ability and reading comprehension.

A central limit theorem for generalized quadratic forms

SummaryRandom variables of the form

Working Memory in Dutch Children with Reading- and Arithmetic-Related LD

W(n) = \mathop \sum \limits_{1 \leqq i \leqq n} \mathop \sum \limits_{{\text{ }}1 \leqq j \leqq n} w_{ijn} (X_i ,X_j )

Word, nonword and visual paired associate learning in Dutch dyslexic children

are considered with Xiindependent (not necessarily identically distributed), and wijn(·, ·) Borel functions, such that wijn(Xi, Xj) is square integrable and has vanishing conditional expectations:

Child and parental literacy levels within families with a history of dyslexia.

E(w_{ijn} (X_i ,X_j )|X_i = E(w_{ijn} (X_i ,X_j )|X_j ) = 0,{\text{ a}}{\text{.s}}{\text{.}}

Precursors of developmental dyslexia : An overview of the longitudinal dutch dyslexia programme study

A central limit theorem is proved under the condition that the normed fourth moment tends to 3. Under some restrictions the condition is also necessary. Finally conditions on the individual tails of wijn(Xi, Xj) and an eigenvalue condition are given that ensure asymptotic normality of W(n).