De cel leerstoornissen van CODE, expertisecentrum van Lessius Antwerpen dat een brug slaat tussen... more De cel leerstoornissen van CODE, expertisecentrum van Lessius Antwerpen dat een brug slaat tussen wetenschappelijk onderzoek en hulpverlening-op-maat, staat o.a. in voor onderbouwde diagnostiek en begeleiding-op-maat van leerlingen met dyslexie. Op basis van het diagnostisch onderzoek dat werd uitgevoerd bij een leerling van het secundair onderwijs, belichten we in een case-study de meerwaarde van een individuele sterkte-zwakte analyse. Deze analyse kan belangrijke aanknopingspunten bieden voor advies m.b.t. begeleiding (binnen en/of buiten de school) en onderwijs-en examenfaciliteiten-opmaat. We staan uitgebreid stil bij het traject dat de leerling doorliep na de diagnose dyslexie. Daarbij hebben we oog voor de geboden begeleiding, de concrete aanpak binnen de school en de knelpunten die in de praktijk naar voren kwamen.
In this paper we show that attachment height (high vs. low attachment) of a modifier to a complex... more In this paper we show that attachment height (high vs. low attachment) of a modifier to a complex noun phrase (CNP; e.g., “the servant of the actress”), can be primed between dissimilar syntactic structures. In a sentence completion experiment, we found that the attachment height of a prepositional phrase (PP) in the prime sentence primed the attachment height of a relative clause (RC) in the target sentence. This cross-structural priming effect cannot be explained in terms of the priming of specific phrase-structure rules or even sequences of specific phrase-structure rules ( Scheepers, 2003 ), because the attachment of a PP to a CNP is generated by a different phrase-structure rule than the attachment of an RC. However, the present data suggest that the location at which the RC is attached to the CNP is mentally represented, independent of the specific phrase-structure rule that is attached, or by extension, that the abstract hierarchical configuration of the full CNP and the attached RC is represented ( Desmet & Declercq, 2006 ). This is the first demonstration of a cross-structural priming effect that cannot be captured by phrase-structure rules.
Maaike Loncke (University of Antwerp); Geudens, Astrid; Sandra, Dominiek; Martensen, Heike-Readin... more Maaike Loncke (University of Antwerp); Geudens, Astrid; Sandra, Dominiek; Martensen, Heike-Reading , reading or reading. Which is the most efficient method for training children to read bisyllabic words? Well-known curricula for learning to read in Dutch (e.g., Leeslijn, Veilig leren lezen) teach beginning readers to read multisyllabic words by first segmenting them into their constituent syllables. In the present training study, we investigated the benefits of such a segmented presentation. Words were either presented intact or with a segmentation into syllables or morphemes. Children trained with intact presentations made more progress on the reading of bisyllabic words than children trained with segmented presentations-syllables or morphemes. Results and implications will be discussed in relation to the factors reading level and word type.
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Papers by Maaike Loncke