Article summary
1
,Table of contents
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: seriousness is important.
...................................................................................................................................................................... 4
Marinova-Todd, S. H., Siegel, L. S., & Mazabel, S. (2013). The association between morphological awareness
and literacy among English-speaking students from different language backgrounds......................................6
Geary, D. C. (2013). Early foundations for learning mathematics and their relationships with learning
disabilities..................................................................................................................................................... 8
Jacobson, L. A., Ryan, M., Denckla, M. B., Mostofsky, S. H., & Mahone, E. M. (2013). Performance loss in
children with Attention-Deficit/Hyperactivity Disorder contributes to poor reading skills..............................12
Kudo, M. F., Lussier C. M., & Swanson, H. L. (2015). Reading disorders 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). Observed social support and performance of
early adolescents: the mediating role of motivational beliefs and emotions..................................................18
Minnaert, A., Boekaerts, M., & Brabander, C. de (2007). Autonomy, competence and social connectedness in
task interest within project-based education................................................................................................ 20
Beckmann, E., & Minnaert, A. (2018). Non-cognitive 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, but insufficiently
researched................................................................................................................................................... 24
De Boer, A.A., Pijl, S.J., Post, W.J., & Minnaert, A.E.M.G. (2012): What variables relate to the attitude of
teachers, parents and peers towards pupils with special educational needs in mainstream 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........................................................................30
Gorski, P. (2016). Rethinking the role of "culture" in educational equality: from cultural competence to
equality literacy........................................................................................................................................... 32
Celeste, L., Baysu, G., Phalet, K., Meeussen, L., & Kende, J. (2019). Can the diversity policy of schools reduce
the differences between minorities and young people by a majority? Multiculturalism, color blindness and
assimilation assessed................................................................................................................................... 34
Agirdag, O., Merry, M. S. & van Houtte, M. (2016). Teachers' Understanding of Multicultural Education and
the Correlates of Multicultural Content Integration in Flanders.....................................................................36
2
,Stam, T. (2020). Losing white privilege? Exploring whiteness as a source for 'white' Dutch girls at a racially
diverse school.............................................................................................................................................. 38
Chinga-Ramirez, C. (2017). Becoming a "foreigner": the principle of equality, intersecting identities and social
exclusion in the Norwegian school............................................................................................................... 40
Seeger, C., Parsons, S., , View, J. L. (2022). Equality-oriented educational adaptations in schools with high
poverty........................................................................................................................................................ 41
Matsko, K. K., & Hammerness, K. (2014). Unpacking the 'urban' in urban teacher training: advocating context-
specific preparation..................................................................................................................................... 44
Warikoo, N., Sinclair, S., Fei, J., & Jacoby-Senghor, D. (2016). Research on racial bias in education: a new
approach..................................................................................................................................................... 46
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:
seriousness is important.
The article examines the link between phonological processing and word reading in children with and
without reading difficulties and examines whether the severity of the reading problems affects the
nature of this relationship. A total of 85 Dutch children participated in the study, of whom 50 were
typically developing children and 35 children with reading difficulties.
The study used several language tests to measure phonological processing and word reading.
Phonological processing was measured using the Phonological Awareness Test (FBT) and the
Nonword Repetition Test (NRT), while word reading was measured using the Word Reading Test
(WLT). The researchers also used a questionnaire to determine the severity of the reading difficulties.
The results of the study show that there is a significant correlation between phonological processing
and word reading in both typically developing children and children with reading difficulties. This
means that children who score better on phonological processing tasks also perform better on word
reading tasks.
Furthermore, the results show that the relationship between phonological processing and word
reading is stronger in children with more severe reading problems than in children with milder
reading difficulties. This suggests that phonological processing and word reading are important
factors in understanding reading difficulties and that the severity of the reading problems may affect
the nature of this relationship.
The researchers suggest that their findings have important implications for identifying and treating
children with reading difficulties. The research confirms the importance of phonological processing in
word reading, implying that training phonological processing can help improve reading skills in
children with reading difficulties. Also, the importance of the severity of reading difficulties in the
relationship between phonological processing and word reading can help in understanding individual
differences in the reading process.
In short, the article emphasizes the importance of investigating the relationship between
phonological processing and word reading in children with and without reading difficulties and the
importance of understanding the severity of reading problems in treating reading problems.
4
1
,Table of contents
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: seriousness is important.
...................................................................................................................................................................... 4
Marinova-Todd, S. H., Siegel, L. S., & Mazabel, S. (2013). The association between morphological awareness
and literacy among English-speaking students from different language backgrounds......................................6
Geary, D. C. (2013). Early foundations for learning mathematics and their relationships with learning
disabilities..................................................................................................................................................... 8
Jacobson, L. A., Ryan, M., Denckla, M. B., Mostofsky, S. H., & Mahone, E. M. (2013). Performance loss in
children with Attention-Deficit/Hyperactivity Disorder contributes to poor reading skills..............................12
Kudo, M. F., Lussier C. M., & Swanson, H. L. (2015). Reading disorders 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). Observed social support and performance of
early adolescents: the mediating role of motivational beliefs and emotions..................................................18
Minnaert, A., Boekaerts, M., & Brabander, C. de (2007). Autonomy, competence and social connectedness in
task interest within project-based education................................................................................................ 20
Beckmann, E., & Minnaert, A. (2018). Non-cognitive 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, but insufficiently
researched................................................................................................................................................... 24
De Boer, A.A., Pijl, S.J., Post, W.J., & Minnaert, A.E.M.G. (2012): What variables relate to the attitude of
teachers, parents and peers towards pupils with special educational needs in mainstream 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........................................................................30
Gorski, P. (2016). Rethinking the role of "culture" in educational equality: from cultural competence to
equality literacy........................................................................................................................................... 32
Celeste, L., Baysu, G., Phalet, K., Meeussen, L., & Kende, J. (2019). Can the diversity policy of schools reduce
the differences between minorities and young people by a majority? Multiculturalism, color blindness and
assimilation assessed................................................................................................................................... 34
Agirdag, O., Merry, M. S. & van Houtte, M. (2016). Teachers' Understanding of Multicultural Education and
the Correlates of Multicultural Content Integration in Flanders.....................................................................36
2
,Stam, T. (2020). Losing white privilege? Exploring whiteness as a source for 'white' Dutch girls at a racially
diverse school.............................................................................................................................................. 38
Chinga-Ramirez, C. (2017). Becoming a "foreigner": the principle of equality, intersecting identities and social
exclusion in the Norwegian school............................................................................................................... 40
Seeger, C., Parsons, S., , View, J. L. (2022). Equality-oriented educational adaptations in schools with high
poverty........................................................................................................................................................ 41
Matsko, K. K., & Hammerness, K. (2014). Unpacking the 'urban' in urban teacher training: advocating context-
specific preparation..................................................................................................................................... 44
Warikoo, N., Sinclair, S., Fei, J., & Jacoby-Senghor, D. (2016). Research on racial bias in education: a new
approach..................................................................................................................................................... 46
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:
seriousness is important.
The article examines the link between phonological processing and word reading in children with and
without reading difficulties and examines whether the severity of the reading problems affects the
nature of this relationship. A total of 85 Dutch children participated in the study, of whom 50 were
typically developing children and 35 children with reading difficulties.
The study used several language tests to measure phonological processing and word reading.
Phonological processing was measured using the Phonological Awareness Test (FBT) and the
Nonword Repetition Test (NRT), while word reading was measured using the Word Reading Test
(WLT). The researchers also used a questionnaire to determine the severity of the reading difficulties.
The results of the study show that there is a significant correlation between phonological processing
and word reading in both typically developing children and children with reading difficulties. This
means that children who score better on phonological processing tasks also perform better on word
reading tasks.
Furthermore, the results show that the relationship between phonological processing and word
reading is stronger in children with more severe reading problems than in children with milder
reading difficulties. This suggests that phonological processing and word reading are important
factors in understanding reading difficulties and that the severity of the reading problems may affect
the nature of this relationship.
The researchers suggest that their findings have important implications for identifying and treating
children with reading difficulties. The research confirms the importance of phonological processing in
word reading, implying that training phonological processing can help improve reading skills in
children with reading difficulties. Also, the importance of the severity of reading difficulties in the
relationship between phonological processing and word reading can help in understanding individual
differences in the reading process.
In short, the article emphasizes the importance of investigating the relationship between
phonological processing and word reading in children with and without reading difficulties and the
importance of understanding the severity of reading problems in treating reading problems.
4
