Aziza Mayo

University of Applied Sciences Leiden, Leiden, Netherlands · Education

In dit hoofdstuk leggen Modderkolk en Mayo het door hun ontwikkelde model uit; de lemniscaat. De lemniscaat kan behulpzaam zijn om in het onderwijs, of andere waarden gedreven organisaties, het handelen, het ontwerp van de structuren/culturen/processen en de intentie in relatie tot elkaar te bekijken.

This study investigates the hypothesis that verbal short-term memory growth in young children can be explained by increases in long-term linguistic knowledge. To this aim, we compare children’s recall of nonwords varying in phonotactic probability. If our assumption holds, there should be growth in recall of high-probability nonwords, but no or les...

Given the disadvantaged position of working-class children in the education system, it is important to understand how parents and families might support their children to succeed academically. This paper reports on 35 case studies that were conducted as part of the Effective Provision of Pre-School, Primary and Secondary Education (EPPSE 3–16) rese...

Social class is often seen as an intractable barrier to success, yet a number of children from disadvantaged backgrounds still manage to show resilience and succeed against the odds. This book presents the findings from fifty Child and Family Case Studies (CFCS) conducted with 13-16 year olds. The authors look specifically at the roles that people...

Understanding how we can support children through their learning life course has become a policy imperative, particularly those children from poor homes who would normally be facing a low achiever trajectory. The paper reports on 50 in-depth Child and Family Case Studies (CFCS) that were conducted as part of the Effective Provision of Pre-School, P...

Since 1997 the Effective Pre-school, Primary and Secondary Education project (EPPE/EPPSE) has investigated the attainment and development of approximately 3,000 children from pre-school to the end of Key Stage 3 (KS3). This current phase of the research explored how different phases of education, especially secondary school, are related to students...

This study examined the relations between the home language and literacy environment and emergent skill to use academic language in a sample of 58 3-year-old Dutch children, focusing on production and comprehension in 3 genres: personal narrative, impersonal narrative, and instruction in play. Regarding production, children used academic language m...

The Effective Pre-School, Primary and Secondary Education (EPPSE 3 to 16) research project is a large scale, longitudinal, mixed-methods research that is following the progress of 3,000 children since 1997 from the age of 3- to 16-years-old. A focus for EPPSE has been the extent to which pre-school, compulsory education and children’s home learnin...

The current study examined to what extent information in long-term memory concerning the distribution of phoneme clusters in a language, so-called long-term phonotactic knowledge, increased the capacity of verbal short-term memory in young language learners and, through increased verbal short-term memory capacity, supported these children's first a...

This study investigated the relationships between home language learning activities and vocabulary in a sample of monolingual native Dutch (n = 58) and bilingual immigrant MoroccanDutch (n = 55) 3-year-olds, speaking Tarifit-Berber, a nonscripted language, and Turkish as their first language (L1), respectively. Despite equal domain general cognitiv...

In this chapter we will present the results of a study with the main objective to gain more insight in the bilingual development of language minority children with an immigrant background, addressing specifically the issue of transfer from L1 to L2 versus the competition for scarce resources between L1 and L2. We focused on young children from low...

The present study examined the relationship between language learning contexts in family and classroom, and vocabulary development in the school language of native speakers and bilingual Turkish and Moroccan immigrant children in the Netherlands. The findings of this study offer insights for educational psychologists, teachers, and policy makers, a...

The present study examined the relationship between language learning contexts in family and classroom, and vocabulary development in the school language of native speakers and bilingual Turkish and Moroccan immigrant children in the Netherlands. The findings of this study offer insights for educational psychologists, teachers, and policy makers, a...

The present study examined the relationship between language and literacy activities at home and the emergence of so called academic language in a sample of 68 four-year-old Dutch children. The focus was on children's understanding and production of narrative texts, seen as a common age-appropriate pre-academic text genre. Home language and literac...