Anna M.T. Bosman
List of John Benjamins publications for which Anna M.T. Bosman plays a role.
2021 The role of grammar in spelling homophonous regular verbs Written Language & Literacy 24:1, pp. 38–80 | Article
Can a lack of grammatical knowledge alone be held accountable for the spelling errors that are made for homophonous verb forms and do these errors occur because spellers do not apply their grammatical knowledge? Three experiments with secondary school pupils were conducted on Dutch weak prefix… read more
2017 How to teach children reading and spelling Developmental Perspectives in Written Language and Literacy: In honor of Ludo Verhoeven, Segers, Eliane and Paul van den Broek (eds.), pp. 277–293 | Chapter
The effectiveness of the Dutch reading and spelling didactic ‘How to teach children reading and spelling’ (HTCRS), developed by Schraven (1994/2013) was empirically tested in children attending special education. HTCRS is based on the principles of direct and classroom instruction, and the task… read more
2015 Implicit and explicit instruction: The case of spelling acquisition Written Language & Literacy 18:1, pp. 121–152 | Article
This study examined the influence of implicit and explicit instruction for the acquisition of two types of Dutch spelling rules: a morphological and a phonological rule. A sample of 193 first grade, low- and high skilled spellers was assigned to an implicit-instruction, explicit-instruction, or… read more
2009 When MOOD rhymes with ROAD: Dynamics of phonological coding in bilingual visual word perception The Mental Lexicon 4:3, pp. 303–335 | Article
Three experiments investigated whether perception of a spelling-to-sound inconsistent word such as MOOD involves coding of inappropriate phonology caused by knowledge of enemy neighbors (e.g., BLOOD) in non-native speakers. In a new bimodal matching task, Dutch-English bilinguals judged the… read more
2007 Learning to spell in second grade using the spelling checker Constraints on Spelling Changes, Nottbusch, Guido and Eliane Segers (eds.), pp. 163–183 | Article
The spelling process of Dutch second-grade students using the word processor was studied in three different feedback conditions. In the no-feedback condition, they merely had to type words without being told whether the spelling was correct or not. In one of the feedback conditions they were only… read more
2007 Validation of the International Reading Literacy Test: Evidence from Dutch Written Language & Literacy 10:1, pp. 1–23 | Article
In 2001, the International Association for the Evaluation of Educational Achievement (IEA) conducted a comparative study of reading literacy (PIRLS 2001). A reading comprehension assessment instrument was developed and translated into the languages of 35 participating countries for this purpose.… read more
2005 Development of rule-based verb spelling in Dutch students Written Language & Literacy 8:1, pp. 1–18 | Article
Although verb spelling is rule-based, it is a relatively difficult aspect of Dutch orthography. Assink (1985) was the first to show that Dutch verb spelling is affected by two factors, namely, frequency of occurrence of the verb and the context in which the verb appears. This study is a… read more
2002 Orthography, phonology and semantics: Concerted action in word perception Precursors of Functional Literacy, Verhoeven, Ludo, Carsten Elbro and Pieter Reitsma (eds.), pp. 165–187 | Article