The Luxembourg COVID-Kids questionnaire

E-print/Working paper (2020)

Rapid Automatized Naming and Phonological Awareness: The predictive effect for learning to read and write and their relationship with developmental dyslexia

Doctoral thesis (2020)

Among the predictors of reading, rapid automatized naming (RAN) and phonological awareness (PA) are the best predictors. The predictive effect of these abilities is different, and they predict different ... [more ▼]

Among the predictors of reading, rapid automatized naming (RAN) and phonological awareness (PA) are the best predictors. The predictive effect of these abilities is different, and they predict different aspects of reading, being dependent on the orthographic regularity of the language as well as the student’s level or grade in school. The double deficit theory describes these two components as impaired in people with dyslexia and reading disabilities. Longitudinal studies that analyze cognitive processes supporting the development of reading and literacy are important for understanding processes in good readers as well as will help mitigate the effects of dyslexia and reading disability. The present thesis pursues two major aims. The first aim is to analyze the structure of RAN and predictive effect of RAN and PA skills on reading and writing tasks in Brazilian Portuguese in two studies. Study 1 sought to investigate the structure of RAN tests for Brazilian Portuguese throughout its development according to age. The results were important in determining the bidimensional model (alphanumeric and non-alphanumeric) throughout development of age and development of literacy. In addition, the results showed that the period between kindergarten and elementary school may show greater development of RAN skills in conjunction with literacy learning. In Study 2, we sought to investigate the predictive effect of PA and RAN on the development of reading and writing ability in Brazilian Portuguese. The results showed that RAN ability was a better predictor than PA of reading and writing skills for Brazilian Portuguese in relation to reading and writing speed. In addition, the type of stimulus of RAN influenced the predictive effect. Alphanumeric RAN better predicts reading, while non-alphanumeric stimuli predict writing. The second aim of this study is to compare the performance of children and adolescents with and without developmental dyslexia in RAN, PA, and reading tests and to verify the predictive effect of RAN in participants with dyslexia. Study 3 showed that the cognitive profile of dyslexic children was compatible with a single deficit in RAN according to double deficit theory. Impairment has only been found in RAN ability as well as in processes such as visual attention, which is an underlying process of RAN skills. Therefore, despite the importance of PA for the development of reading and writing, both in good readers and in those with reading impairments, RAN ability proved to be a good predictor for both groups in Brazilian Portuguese. [less ▲]

Promoting literacy development in linguistically diverse learners: an early-literacy intervention study

Scientific Conference (2019, July)

Early literacy development in a multilingual educational context: a quasi-experimental intervention and longitudinal study

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 ▲]

Developing literacy in a multilingual setting

Scientific Conference (2018, September 15)

Learning to read in a foreign language - A longitudinal study of children from immigrant families

Scientific Conference (2017, September 01)

Boosting Early Language as a Foundation for Literacy – Essential but neither Simple nor Easy

E-print/Working paper (2016)

LESEN LERNEN IN EINER FREMDSPRACHE Prädiktoren des Lesens bei Kindern mit Migrationshintergrund

Diverse speeches and writings (2016)

Early predictors of reading in language minority children - Oral language skills predictors for reading in a multilingual context

Poster (2016, July)

A Pobreza e a Mente: Perspectiva da Ciência Cognitiva

Report (2015)

Nós procuramos entender por que a pobreza é um obstáculo para o desenvolvimento e o rendimento escolar das crianças. Munidos deste conhecimento, podemos oferecer evidências robustas que podem ser ... [more ▼]

Nós procuramos entender por que a pobreza é um obstáculo para o desenvolvimento e o rendimento escolar das crianças. Munidos deste conhecimento, podemos oferecer evidências robustas que podem ser utilizadas pelas autoridades educacionais em nossa sociedade para quebrar este vínculo. Este estudo utiliza dados multidimensionais de 355 brasileiros, alunos do 1° e 2° anos do Ensino Fundamental I, provenientes de diferentes origens e escolas. O objetivo foi verificar como as crianças adquirem as habilidades cognitivas que auxiliam na aprendizagem. Foram utilizados dados obtidos a partir de testes cognitivos, bem como entrevistas e questionários preenchidos por pais, professores e alunos. O estudo sugere que, embora o baixo nível socioeconômico exerça um forte impacto negativo sobre o desenvolvimento cognitivo de uma criança, uma educação de boa qualidade nos primeiros anos de vida pode contornar esse problema. Os resultados encontrados dão suporte à hipótese de que as experiências que as crianças têm no início da vida afetam o desenvolvimento do cérebro. Uma base cognitiva sólida é crucial para o aprendizado e é um fator fundamental para quebrar o ciclo da pobreza, para promover o desenvolvimento econômico e reduzir as desigualdades sociais. Assim, fazemos as seguintes sugestões para futuras pesquisas e elaboração de políticas públicas: - Investimento em Educação Infantil (creches e pré-escolas) pode ser a maneira mais eficaz para reduzir as desigualdades e promover a mobilidade social ascendente. - Capacitação de professores sobre aprendizagem com base nos preceitos da ciência cognitiva para dar-lhes uma maior consciência do porquê de alguns alunos apresentarem comportamento difícil e/ou dificuldades de aprendizagem. - Elaboração de políticas públicas baseadas em evidências científicas. Políticos e profissionais devem trabalhar em conjunto com cientistas no intuito de desenvolver programas com maiores probabilidades de sucesso. [less ▲]