References of "Wealer, Cyril 50008688"
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See detailPractices and experiences of distant education during the COVID-19 pandemic: The perspectives of six- to sixteen-year-olds from three high-income countries
Kirsch, Claudine UL; Engel de Abreu, Pascale UL; Neumann, Sascha et al

in International Journal of Educational Research Open (2021), 2(2), 11

The paper explores children’s perspectives of distance education, their learning experiences and school satisfac- tion in Luxembourg, Germany and Switzerland during the first wave of the COVID-19 pandemic ... [more ▼]

The paper explores children’s perspectives of distance education, their learning experiences and school satisfac- tion in Luxembourg, Germany and Switzerland during the first wave of the COVID-19 pandemic. The data stem from an online questionnaire completed by 1773 primary and secondary school children aged 6–16. While the paper uses quantitative and qualitative data, it aligns with the qualitative research tradition and predominantly uses an inductive approach. The findings show that teachers offered varied types of distance education and that parents supported children. The children’s contact time with teachers and their time spent on schoolwork var- ied within and between countries. Their school satisfaction dropped in the three countries. The paper calls for training and development on distant education. [less ▲]

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See detailAssessments of working memory: a tool for differentiating between language disorder and language difference in multilingual contexts?
Wealer, Cyril UL; Engel de Abreu, Pascale UL

in ANAE: Approche Neuropsychologique des Apprentissages chez l'Enfant (2021), 33(171), 194-204

Diagnosing language disorders in bilingual children represents a clini- cal challenge because of similarities in the language proficiency profile between typically developing bilingual children and ... [more ▼]

Diagnosing language disorders in bilingual children represents a clini- cal challenge because of similarities in the language proficiency profile between typically developing bilingual children and monolingual chil- dren with a language disorder. Measures of working memory are less dependent on accumulated knowledge than traditional language tests and might help to differentiate a language disorder from a language dif- ference related to experiences with a language. [less ▲]

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See detailÉvaluation de la mémoire de travail : un outil de différenciation entre trouble du langage et différence du langage dans des contextes multilingues ?
Wealer, Cyril UL; Engel de Abreu, Pascale UL

in ANAE: Approche Neuropsychologique des Apprentissages chez l'Enfant (2021), 33(171),

Diagnostiquer les troubles du langage chez les enfants bilingues repré- sente un défi clinique en raison des similitudes dans le profil de compé- tence linguistique entre les enfants bilingues au ... [more ▼]

Diagnostiquer les troubles du langage chez les enfants bilingues repré- sente un défi clinique en raison des similitudes dans le profil de compé- tence linguistique entre les enfants bilingues au développement typique et les enfants monolingues avec un trouble du langage. Les mesures de la mémoire de travail dépendent moins des connaissances accumulées que les tests de langage traditionnels et pourraient contribuer à différen- cier un trouble du langage d’une différence de langage liée aux expé- riences avec une langue. [less ▲]

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See detailEffects of an Early Literacy Intervention for Linguistically Diverse Children: A Quasi-Experimental Study
Engel de Abreu, Pascale UL; Fricke, Silke; Wealer, Cyril UL

in Frontiers in Psychology (2020), 11

Phonological awareness and letter-sound knowledge underpin children’s early literacy acquisition. Promoting these foundational skills in kindergarten should therefore lead to a better response to formal ... [more ▼]

Phonological awareness and letter-sound knowledge underpin children’s early literacy acquisition. Promoting these foundational skills in kindergarten should therefore lead to a better response to formal literacy instruction once started. The present study evaluated a 12-week early literacy intervention for linguistically diverse children who are learning to read in German. The study was set in Luxembourg where kindergarten education is in Luxembourgish and children learn to read in German in Grade 1 of primary school. One hundred and eighty-nine children (mean age = 5;8 years) were assigned to an early literacy intervention in Luxembourgish or to a business as usual control group. Trained teachers delivered the intervention to entire classes, four times a week, during the last year of kindergarten. The early literacy program included direct instruction in phonological awareness and letter-knowledge, while promoting print and book awareness and literacy engagement. Children were assessed pre-intervention, immediately post-intervention and at a 9 months delayed follow-up using measures in Luxembourgish and in German. At the end of the intervention, children in the intervention group performed significantly better than the control group on phonological awareness and letter-knowledge measures in Luxembourgish and the gains in phonological awareness were maintained at 9 months follow-up. The effects generalized to measures of phonological awareness, word-level reading comprehension and spelling in German (effect sizes d > 0.25), but not to German single word/pseudoword reading, at delayed follow-up. Intervention programs designed to support foundational literacy skills can be successfully implemented by regular teachers in a play-based kindergarten context. The findings suggest that early literacy intervention before school entry can produce educationally meaningful effects in linguistically diverse learners. [less ▲]

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See detailThe adaptation of MAIN to Luxembourgish
Weth, Constanze UL; Wealer, Cyril UL

in ZAS Papers in Linguistics (2020), 64

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See detailMultilingualism: the cognitive perspective
Wealer, Cyril UL

Scientific Conference (2019, May 03)

Detailed reference viewed: 25 (2 UL)
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See detailDeveloping literacy in linguistically diverse children
Wealer, Cyril UL; Fricke, Silke; Engel de Abreu, Pascale UL

Scientific Conference (2019, May)

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See detailEarly literacy development in a multilingual educational context: a quasi-experimental intervention and longitudinal study
Wealer, Cyril UL

Doctoral thesis (2019)

Based on concerns about literacy difficulties experienced by children learning to read and write in a second language, repeated calls have been made for more research on literacy development in ... [more ▼]

Based on concerns about literacy difficulties experienced by children learning to read and write in a second language, repeated calls have been made for more research on literacy development in multilingual educational settings. Enhanced understanding of literacy development in a second language is essential to optimize support structures for children learning to read and write in a language they have yet to fully acquire. The current thesis presents two longitudinal studies contributing towards this aim. Both studies were conducted with young children growing up in Luxembourg, a linguistically and culturally diverse country where the language spoken in preschool is Luxembourgish, but children learn to read and write in German in Grade 1. Study 1 was a quasi-experimental intervention study exploring the efficacy of a classroom-based early literacy intervention. Children from 28 preschool classes (age 5-6) were allocated to either the intervention (n = 89) or a standard curriculum (control) group (n = 100). Classroom teachers delivered four intervention sessions (20 minutes each) per week over 12 weeks (48 sessions in total) to their whole classes. The intervention programme targeted phonological awareness, letter-sound knowledge and print awareness embedded in a language and literacy-rich context. All children were assessed before and immediately after the intervention in preschool, and at a nine months follow-up in Grade 1 (age 6-7) after having started formal literacy instruction in German for five months. The intervention group significantly outperformed the control group on early literacy measures immediately postintervention in preschool and the results generalised to measure of reading comprehension and spelling in Grade 1. The study provides clear evidence for the efficacy of the early literacy intervention, particularly for a subpopulation of children with low oral language skills in Luxembourgish, many of whom were second language learners. Study 2 was a correlational study on a subsample of the children from Study 1 (from untrained control group). The aim was to identify preschool predictors in Luxembourgish of literacy skills in German in Grade 1 for multilingual children learning German as a second language. Ninety-eight children completed measures of potential predictors in preschool (age 5-6), including phonological awareness, letter-sound knowledge, rapid automatized naming, verbal short-term memory and vocabulary knowledge in Luxembourgish, along with measures of word reading, reading comprehension and spelling in German in Grade 1 (age 6-7). While moderate to strong correlations were found between all individual preschool predictors and later literacy measures, only phonological awareness, and letter-sound knowledge emerged as unique predictors of all literacy measures. These findings suggest that, despite individual differences, learning to read in a second language may be in many aspects similar to learning to read in a first language. Taken together, the findings of this thesis represent important steps in extending the theoretical knowledge base on second language literacy acquisition and in strengthening the evidence base for identification and prevention strategies of literacy difficulties in linguistically diverse children in Luxembourg. [less ▲]

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See detailMehrsprachigkeit im Fokus - Eröffnungsvortrag
Wealer, Cyril UL

Conference given outside the academic context (2018)

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See detailDeveloping literacy in a multilingual setting
Wealer, Cyril UL; Fricke, Silke; Engel de Abreu, Pascale UL

Scientific Conference (2018, September 15)

Detailed reference viewed: 35 (2 UL)
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See detailA pre-literacy intervention study in a multilingual setting
Wealer, Cyril UL; Fricke, Silke; Engel de Abreu, Pascale UL

Scientific Conference (2017, August)

Detailed reference viewed: 21 (4 UL)
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See detailThe Developing Child: Learning and Learning Difficulties in a Multilingual Context
Fricke, Silke; Luk, Gigi; Vale, Ana Paula et al

in The Developing Child: Learning and Learning Difficulties in a Multilingual Context (2016)

Detailed reference viewed: 351 (53 UL)
See detailEarly literacy instruction in a multilingual setting
Wealer, Cyril UL

Scientific Conference (2016, May)

Detailed reference viewed: 22 (1 UL)
See detailA pre-literary intervention in a multilingual setting.
Wealer, Cyril UL; Fricke, Silke; Engel de Abreu, Pascale UL

Poster (2015, September)

Detailed reference viewed: 20 (1 UL)