Jos Keuning

• Dr.
• Cito Arnhem

Although the ability to comprehend what one is reading is one of the most fundamental necessities to function within society, the reading comprehension skills of students have recently been on the decline in many countries. An essential prerequisite to reading comprehension is the ability to read fluently, which is defined as the ability to read (a...

The importance of reading for educational, vocational and societal life cannot be understated. Nonetheless, recent large-scale studies reveal that the reading comprehension of students has declined globally, and specifically in the Netherlands. Developing fluent reading skills allows children to read quickly, accurately and with proper expression,...

Recent studies have shown concern regarding an increased risk of functional illiteracy. A way to reverse this trend concerns focusing on improving reading fluency assessment. However, reading fluency assessment, which concerns quick, accurate and expressive reading, knows many shortcomings. To learn how to overcome these shortcomings, we conducted...

Lay Description What is already known about this topic Reading comprehension is a complex interaction of several componential abilities at word level, sentence level, and text level (e.g., vocabulary and sentence‐integration). Instruction should adapt to the profile of strengths and weaknesses in componential abilities. Assessing componential abil...

The development of print tuning involves the increased specificity and redundancy for orthographic representations. However, it is by no means clear how decoding accuracy and efficiency are related over the years and how it affects reading disability. In the present study, we monitored the development of accuracy and efficiency of decoding in Dutch...

The aim of this study was to investigate the comparability of feedback across culturally diverse countries by assessing the measurement invariance in PISA 2015 data. A multi-group confirmatory factor analysis showed that the feedback scale implemented in PISA 2015 was not invariant across countries. The intercepts and residuals of the factor model...

We examined whether word recognition accuracy and latency of words children encounter during primary school across the upper primary school grades can be predicted from word form (word length, mean Levenshtein distance, and mean frequency of neighbors), word meaning (free association network markers) and word exposure (corpus frequency and contextu...

Als je adaptief toetst, zorg je ervoor dat leerlingen de toets maken die het beste bij hen past. Adaptieve toetsen zijn nu meestal adaptief in moeilijkheid: ze stemmen het niveau van de toets tijdens het toetsen af op het niveau van de leerling. Er kan echter veel meer. Je kunt bijvoorbeeld ook inspelen op de toetsbeleving van leerlingen. In dit pa...

Continuous norming is an increasingly popular approach to establish norms when the performance on a test is dependent on age. However, current continuous norming methods rely on a number of assumptions that are quite restrictive and may introduce bias. In this study, quantile regression was introduced as more flexible alternative. Bias and precisio...

In this study we explore the use of recommender systems as a means of providing automated and personalized feedback to students following summative assessment. The intended feedback is a personalized set of test questions ( items ) for each student that they could benefit from practicing with. Recommended items can be beneficial for students as the...

Word knowledge acquisition is an incremental process that relies on exposure. As a result, word knowledge can broadly range from recognizing the word’s lexical status, to knowing its meaning in context, and to knowing its meaning independent of context. The present study aimed to model incremental word knowledge in 1454 upper primary school childre...

To profile children's reading comprehension, we developed a dynamic approach with componential abilities (orthographic knowledge, vocabulary, sentence-integration) being assessed within the same texts and provided with feedback in addition to the global comprehension of these texts. In 275 Dutch third to fifth graders, we investigated to what exten...

Continuous norming is an increasingly popular approach to establish norms when the performance on a test is dependent on age. However, current continuous norming methods rely on a number of assumptions that are quite restrictive and may introduce bias. In this study quantile regression was introduced as more flexible alternative. Bias and precision...

The purpose of the present study was to explore whether it is possible to collect high-quality data about children’s spoken interaction skills using the Fischerspiel board game as an entertaining, non-threatening means to evoke conversations between children in special elementary education. The game was administered to a total of 681 eleven- and tw...

Text comprehension is an essential skill for achievement in personal, academic, and professional life. Therefore, it is tremendously important that children’s text comprehension skills are actively monitored from an early stage. Text comprehension is, however, a complex process in which different reading abilities continuously interact with each ot...

In 2009 bracht Cito een nieuwe versie van de Drie-Minuten-toets (DMT) en de AVI-toetskaarten voor technisch lezen op woord- en tekstniveau uit. Deze instrumenten worden in Nederland en Vlaanderen in het onderwijs en de logopedische praktijk frequent gebruikt. Eén van de doelen van de toetsmap is normgerichte niveaubepaling. De normgroep bestaat uit...

The present study aimed to explore the nature of developmental dyslexia in a language considered to have a transparent orthography, namely, Dutch. We assessed the accuracy and efficiency of decoding words and pseudowords with four lengths as well as three types of phonological ability in 2,760 typical children and 397 peers with dyslexia across Gra...

Various procedures for establishing performance standards have been proposed in the literature. Among the best-known examples are the Angoff procedure, the Bookmark procedure and the Direct Consensus procedure. These procedures have their strengths and weaknesses. Some procedures make it possible to establish performance standards relatively effici...

Online available: http://authors.elsevier.com/a/1TN0y3AhveZ2k5 Background: Large variability in individual spoken language outcomes remains a persistent finding in the group of children with cochlear implants (CIs), particularly in their grammatical development. Aims: In the present study, we examined the extent of delay in lexical and morphosynt...

The theory of triarchic intelligence posits that, in addition to the widely acknowledged analytical reasoning abilities, creative and practical abilities should be included in the assessments of intellectual capacities and identification of gifted students. To find support for such an approach, the present study examined the psychometric properties...

This report describes the results of a study on the level achieved by students in written language proficiency in English, German, and French at the end of the 5th form havo and 6th form vwo. The authors have assessed a significant amount of students' written products and then subjected them to an international standard-setting procedure to determi...

In educational measurement, responses of students on items are used not only to measure the ability of students, but also to evaluate and compare the performance of schools. Analysis should ideally account for the multilevel structure of the data, and school-level processes not related to ability, such as working climate and administration conditio...

The data collection of a cohort study requires making many decisions. Each decision may introduce error in the statistical analyses conducted later on. In the present study, a procedure was developed for estimation of the error made due to the composition of the sample, the item selection procedure, and the test equating process. The math results f...

SLO en Cito hebben onderzocht welk ERK-schrijfvaardigheidsniveau door leerlingen aan het eind van havo en vwo voor Engels, Duits en Frans wordt behaald. Hiervoor zijn in het schooljaar 2012-2013 per taal bij enkele honderden examenkandidaten schrijfvaardigheidstoetsen afgenomen. De verkregen schrijfproducten zijn door docenten gescoord volgens een...

The purpose of the present study was to explore Dutch spelling development throughout the elementary grades. Two issues were considered (a) dimensional structure over time, and (b) rate of change. Whether the rate of change differs depending on gender, ethnicity, or word reading skill was examined in particular. A pseudolongitudinal dataset with th...

The purpose of the present study was to explore whether the Item Response Theory (IRT) provides a suitable framework to screen for word reading and spelling problems during the elementary school period. The following issues were addressed from an IRT perspective: (a) the dimensionality of word reading and spelling ability, (b) the development of wo...