Summary

Samenvatting Student Diversity (PAMAOWL07)

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Student Diversity (PAMAOWL07)

Institution
Rijksuniversiteit Groningen (RuG)

Student Diversity. 22 samengevatte artikelen, waaronder: Phonological processing and word reading in typically developing and learning disabled children: severity matters. The association between morphological awareness and literacy in English language learners from different language backg...

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Uploaded on March 29, 2023
Number of pages 48
Written in 2022/2023
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student diversity
sld

Institution
Rijksuniversiteit Groningen (RuG)
Education
Onderwijsinnovatie
Course
Student Diversity (PAMAOWL07)

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Samenvatting artikelen

1

,Inhoudsopgave
Groot, B. J. A. de, Bos, K. P. van den, Minnaert, A. E. M. G., & Meulen, B. F. van der (2015). Phonological
processing and word reading in typically developing and learning disabled children: severity matters............4

Marinova-Todd, S. H., Siegel, L. S., & Mazabel, S. (2013). The association between morphological awareness
and literacy in English language learners from different language backgrounds...............................................6

Geary, D. C. (2013). Early foundations for mathematics learning and their relations to learning disabilities.....8

Jacobson, L. A., Ryan, M., Denckla, M. B., Mostofsky, S. H., & Mahone, E. M. (2013). Performance lapses in
children with Attention-Deficit/Hyperactivity Disorder contribute to poor reading fluency............................12

Kudo, M. F., Lussier C. M., & Swanson, H. L. (2015). Reading disabilities in children: A selective meta-analysis
of the cognitive literature............................................................................................................................. 14

Elbaum, B., & Vaughn, S. (2003). For which students with learning disabilities are self-concept interventions
effective?..................................................................................................................................................... 16

Ahmed, W., Minnaert, A., Werf, G. van der, & Kuyper, H. (2010). Perceived social support and early
adolescents’ achievement: The mediational role of motivational beliefs and emotions.................................18

Minnaert, A., Boekaerts, M., & Brabander, C. de (2007). Autonomy, competence, and social relatedness in
task interest within project-based education................................................................................................ 20

Beckmann, E., & Minnaert, A. (2018). Noncognitive characteristics of gifted students with learning
disabilities: An in-depth systematic review................................................................................................... 22

Esqueda Villegas, F., van der Steen, S., & Minnaert, A. (2022). Interactions between teachers and students
with autism spectrum disorder in mainstream secondary education: Fundamental, yet under-researched....24

De Boer, A.A., Pijl, S.J., Post, W.J., & Minnaert, A.E.M.G. (2012): Which variables relate to the attitudes of
teachers, parents and peers towards students with special educational needs in regular education?............26

UNESCO (2016) Education 2030: Incheon Declaration and Framework for Action for the implementation of
Sustainable Development Goal 4: Ensure inclusive and equitable quality education and promote lifelong
learning opportunities for all. (page 22-35)................................................................................................... 28

Clycq, N., Ward Nouwen, M. A., & Vandenbroucke, A. (2014). Meritocracy, deficit thinking and the invisibility
of the system: Discourses on educational success and failure........................................................................31

Gorski, P. (2016). Rethinking the role of “culture” in educational equity: from cultural competence to equity
literacy......................................................................................................................................................... 33

Celeste, L., Baysu, G., Phalet, K., Meeussen, L., & Kende, J. (2019). Can school diversity policies reduce
belonging and achievement gaps between minority and majority youth? Multiculturalism, colorblindness,
and assimilationism assessed....................................................................................................................... 35

Agirdag, O., Merry, M. S. & van Houtte, M. (2016). Teachers’ Understanding of Multicultural Education and
the Correlates of Multicultural Content Integration in Flanders.....................................................................37

Stam, T. (2020). Losing white privilege? Exploring whiteness as a resource for ‘white’ Dutch girls in a racially
diverse school.............................................................................................................................................. 39

2

,Chinga-Ramirez, C. (2017). Becoming a "foreigner": The principle of equality, intersected identities, and social
exclusion in the Norwegian school............................................................................................................... 41

Seeger, C., Parsons, S., & View, J. L. (2022). Equity-centered instructional adaptations in high-poverty schools.
.................................................................................................................................................................... 42

Matsko, K. K., & Hammerness, K. (2014). Unpacking the "urban" in urban teacher education: making a case
for contextspecific preparation..................................................................................................................... 45

Warikoo, N., Sinclair, S., Fei, J., & Jacoby-Senghor, D. (2016). Examining racial bias in education: A new
approach..................................................................................................................................................... 47

3

, Groot, B. J. A. de, Bos, K. P. van den, Minnaert, A. E. M. G., &
Meulen, B. F. van der (2015). Phonological processing and word
reading in typically developing and learning disabled children:
severity matters.

Het artikel onderzoekt het verband tussen fonologische verwerking en woordlezen bij kinderen met
en zonder leesproblemen en onderzoekt of de ernst van de leesproblemen van invloed is op de aard
van deze relatie. In totaal namen 85 Nederlandse kinderen deel aan het onderzoek, van wie er 50
typisch ontwikkelende kinderen waren en 35 kinderen met leesproblemen.

Het onderzoek maakte gebruik van verschillende taaltests om fonologische verwerking en
woordlezen te meten. Fonologische verwerking werd gemeten met behulp van de Fonologische
Bewustheid Test (FBT) en de Nonword Repetition Test (NRT), terwijl woordlezen werd gemeten met
de Woordlezen Test (WLT). De onderzoekers gebruikten ook een vragenlijst om de ernst van de
leesproblemen te bepalen.

De resultaten van het onderzoek laten zien dat er een significante correlatie bestaat tussen
fonologische verwerking en woordlezen bij zowel typisch ontwikkelende kinderen als kinderen met
leesproblemen. Dit betekent dat kinderen die beter scoren op fonologische verwerkingstaken, ook
beter presteren op woordlezenstaken.

Verder blijkt uit de resultaten dat de relatie tussen fonologische verwerking en woordlezen sterker is
bij kinderen met ernstigere leesproblemen dan bij kinderen met mildere leesproblemen. Dit
suggereert dat fonologische verwerking en woordlezen belangrijke factoren zijn bij het begrijpen van
leesproblemen en dat de ernst van de leesproblemen van invloed kan zijn op de aard van deze relatie.

De onderzoekers suggereren dat hun bevindingen belangrijke implicaties hebben voor het
identificeren en behandelen van kinderen met leesproblemen. Het onderzoek bevestigt het belang
van fonologische verwerking bij woordlezen, wat impliceert dat het trainen van fonologische
verwerking kan helpen bij het verbeteren van de leesvaardigheden bij kinderen met leesproblemen.
Ook kan het belang van de ernst van leesproblemen bij het verband tussen fonologische verwerking
en woordlezen, helpen bij het begrijpen van individuele verschillen in het leesproces.

Kortom, het artikel benadrukt het belang van het onderzoeken van de relatie tussen fonologische
verwerking en woordlezen bij kinderen met en zonder leesproblemen en het belang van het
begrijpen van de ernst van leesproblemen bij het behandelen van leesproblemen.

4

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