Roel van Steensel
University of Amsterdam
Child developmentSelf-efficacyMetacognitionAbstractionEthnic groupDevelopmental psychologyMathematics educationSocioeconomic statusPsychologyCognitionFirst languagePolitical scienceQualitative researchPedagogyVariance (accounting)Psychological interventionShared readingVocabularyTest (assessment)Reading comprehensionQuality (business)Family literacyContext (language use)Intervention (counseling)Early literacyLiteracy skillHome languagePreschool educationLinguisticsIndo-European languagesCurriculumNeuroscience of multilingualismEconomic growthMedical educationComprehensionLiteracyReading (process)Structural equation modelingSocial psychologyTeaching methodModerationMeta-analysis
42Publications
9H-index
472Citations
Publications 42
Newest
#1Suzanne Fikrat-Wevers (EUR: Erasmus University Rotterdam)
#2Roel van Steensel (UvA: University of Amsterdam)H-Index: 9
Last. Lidia R. Arends (EUR: Erasmus University Rotterdam)H-Index: 39
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The aim of this meta-analysis was to investigate effects of family literacy programs on the emergent literacy skills of children from low socioeconomic status families (0–6) and to establish which ...
1 CitationsSource
#1Sanneke de la RieH-Index: 1
#2Roel van SteenselH-Index: 9
Last. Sabine SeveriensH-Index: 15
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It is hypothesized that variability found in the effects of family literacy programs results from differences in implementation by parents. In this study, the implementation and effects of a Dutch program were examined in a sample of 207 kindergarteners (mean age at pre-test: 64 months). No main intervention effects on children’s literacy development were found. The quality of implementation proved to be higher for high-SES and native Dutch (speaking) parents than for low-SES, ethnic-minority pa...
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#1Sanneke de la RieH-Index: 1
#2Roel van SteenselH-Index: 9
Last. Sabine SeveriensH-Index: 15
view all 4 authors...
#1Renske KeizerH-Index: 14
#2Roel van SteenselH-Index: 9
Last. Nicole LucassenH-Index: 10
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The current study set out to investigate the impact of the Dutch low-SES family-oriented Collaborative Learning intervention, characterized by a partnership approach and provision of personalized support. We assessed effects on parents’ home-based school involvement, the quality of the relationship with their child’s teacher, and parents’ parenting skills. Fifty-six children in grades 1-4 and their families were randomly assigned to an intervention or waiting list condition. Results of two path ...
#1Björn B. de Koning (EUR: Erasmus University Rotterdam)H-Index: 16
#2S.I. Wassenburg (EUR: Erasmus University Rotterdam)H-Index: 6
Last. Roel van Steensel (EUR: Erasmus University Rotterdam)H-Index: 9
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The ability to deduce implicit information about relations in a text (i.e., inferencing) is essential to understanding that text. Hence, there is increasing attention for supporting inferencing ski...
Source
#1Sanneke de la Rie (EUR: Erasmus University Rotterdam)H-Index: 1
#2Roel van Steensel (UvA: University of Amsterdam)H-Index: 9
Last. Sabine Severiens (EUR: Erasmus University Rotterdam)H-Index: 15
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Background: Various conversational contexts elicit stimulating parent–child interactions to a different degree. Shared reading, a scripted activity, is reported to elicit most abstract speech compared with other activities (e.g., toy play). Parental socioeconomic status (SES) is another key predictor of abstract talk. Shared reading can attenuate differences in abstract speech between SES groups. In the current study, we compared abstraction of parent–child interactions during nonscripted prompt...
2 CitationsSource
#1Eke Krijnen (EUR: Erasmus University Rotterdam)H-Index: 1
#2Roel van Steensel (VU: VU University Amsterdam)H-Index: 9
Last. Sabine Severiens (EUR: Erasmus University Rotterdam)H-Index: 15
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Based on the Home Literacy Model, this study explored a refined model of home literacy activities and their relations with children’s emergent literacy skills in a linguistic and socio-economic diverse sample of 214 Dutch kindergartners (mean age 4 years and 7 months, 46% girls and 29% monolingual speakers of Dutch). The study examined a typology of home literacy activities that explicitly addressed didactic approach and was not restricted to activities involving print. Next, the study explored ...
10 CitationsSource
Roel van Steensel en Thoni Houtveen doen verslag van een literatuurstudie naar kenmerken van effectief onderwijs in begrijpend lezen. Ze laten zien dat in dit onderwijs systematisch wordt gewerkt aan kennisopbouw en woordenschat, dat leerlingen met verschillende tekstsoorten in aanraking komen en leren over structuurkenmerken, dat leerlingen leren om leesstrategieen flexibel toe te passen, dat leerlingen worden uitgedaagd om te discussieren over teksten, dat lezen en schrijven worden geintegreer...
In de literatuur over family literacy programs (FLP’s) komt vaak naar voren dat er weinig tot geen effecten worden gevonden bij deelnemende gezinnen met een lage SES en/of een migrantenachtergrond. In dit onderzoek werd een FLP, namelijk de VoorleesExpress, die zich juist op de eerder genoemde doelgroep richt, onder de loep genomen. Er is een empirisch onderzoek met 176 deelnemende kinderen in zeven steden in Nederland uitgevoerd. Hierbij is er gekeken naar de effecten op woordenschat, verhaalbe...