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Papers by Anne-Mette Veber Nielsen
Educational Psychology Review
The study aimed to investigate the effect of embodied learning on children’s literacy skills and ... more The study aimed to investigate the effect of embodied learning on children’s literacy skills and whether the activities were particularly beneficial for children at risk for reading difficulties. We conducted a randomized controlled trial during 4 weeks for grade 1 children (n = 52, age = 7.1). Children were randomly assigned to receive regular classroom teaching (CON) or to receive teaching focusing on letter-sound couplings with the use of the body (i.e., movement-phonemes) (MOVE). Children were evaluated on letter knowledge, word reading, and spelling performance before the intervention (T1) and after the intervention (T2). A significantly improvement for MOVE compared to CON from T1 to T2 was observed in children’s ability to name letter-sounds (p < 0.001), conditional sounds (p <0.001), and for spelling performance (p = 0.002). Within CON and MOVE, children were divided into low (LP) and high performers (HP) based on word reading performance at baseline. A significantly h...
Educational Psychology Review
The aim of this study was to investigate the effects of embodied learning on children’s pre-readi... more The aim of this study was to investigate the effects of embodied learning on children’s pre-reading and word reading skills. We conducted a three-armed randomized controlled trial including two intervention groups and one control group. One hundred forty-nine children from grade 0 (5–6 years old) who had just started school were recruited from 10 different classes from four elementary schools. Within each class, children were randomly assigned to receive teaching of letter-sound couplings and word decoding either with whole-body movements (WM), hand movements (HM), or no movements (CON) over an 8-week period. Children were evaluated on pre-reading, word reading, and motor skills before (T1), immediately after (T2), and after 17–22 weeks of retention period (T3) following the intervention. Between-group analysis showed a significant improvement in children’s ability to name letter-sounds correctly from T1 to T2 (p < 0.001) and from T1 to T3 (p < 0.05) for WM compared to CON. HM...
Scandinavian Studies in Language, 2017
Artiklen omhandler et igangværende udviklings- og forskningsprojekt, der har ordkendskabsundervis... more Artiklen omhandler et igangværende udviklings- og forskningsprojekt, der har ordkendskabsundervisning på mellemtrinnet som omdrejningspunkt. I første del af artiklen skitseres baggrunden for projektet, og der udpeges nogle overordnede tilgange til ordkendskabsundervisning. I anden delaf artiklen beskrives projektet nærmere, og der sættes fokus på én af de vigtigste og mest oplagte tilgange, nemlig direkte undervisning i udvalgte ord. I den forbindelse præsenteres resultater fra en afprøvning af et 4-ugers undervisningsforløb med 211 elever fra 3. og 4. klassetrin som deltagere. Effekten afundervisningen vurderes gennem et eksperimentelt undersøgelsesdesign, som det kendes fra den psykolingvistiske forskningstradition.
Page 1. Af Anne-Mette Veber Nielsen og Holger Juul Når det ringer ind til et nyt skoleår efter so... more Page 1. Af Anne-Mette Veber Nielsen og Holger Juul Når det ringer ind til et nyt skoleår efter som-merferien, er det samtidig startskuddet til, at elever, der starter i børnehaveklasse, skal gen-nemgå en obligatorisk sprogvurdering. ...
Scandinavian Journal of Educational Research, 2021
BMC Pediatrics
Background Results from previous studies suggest that bodily movements, spanning from gestures to... more Background Results from previous studies suggest that bodily movements, spanning from gestures to whole-body movements, integrated into academic lessons may benefit academic learning. However, only few studies have investigated the effects of movement integrated into reading practice. The PLAYMORE study aims to investigate the effects of two interventions focusing on a close and meaningful coupling between bodily movement and academic content on early pre-reading and word recognition skills in children. Further, the study aims to compare two interventions involving either hand movements (i.e. using arms and hands) or whole-body movements (i.e. using the whole body). Potential mediating factors underlying the link between bodily movement on early pre-reading and word recognition skills will be explored. Methods/design The PLAYMORE study will be conducted as a three-armed randomized controlled trial including children aged five to six years recruited from four schools in the Copenhage...
NyS, Nydanske Sprogstudier
En stor del af ordforrådstilegnelsen i løbet af skoletiden menes at foregå under selvstændig læsn... more En stor del af ordforrådstilegnelsen i løbet af skoletiden menes at foregå under selvstændig læsning (Cunningham 2005). Tilegnelse af nye ord kan blandt andet ske hvis man ved at genkende ordenes morfologiske bestanddele når frem til sandsynlige betydninger. Det er derfor oplagt at skoleelevers ordtilegnelse kan styrkes gennem undervisning i morfologisk analyse (Baumann m.fl. 2003). Med dette sigte har vi i et igangværende projekt udviklet et eksperimentelt undervisningsforløb til elever på mellemtrinnet. Vigtige spørgsmål har været hvad morfologiundervisning specifikt skal handle om hvis danske elever skal have udbytte af den: Møder elever på mellemtrinnet overhovedet morfologisk komplekse ord i selvlæste tekster? Hvad er det typisk for kompleksitetstyper de møder? Og er ordene semantisk transparente? Vi søgte svar ved at undersøge 359 såkaldte kategori 2-ord (Beck og McKeown 1985) fra tekster til mellemtrinnet. Kategori 2-ord er et oplagt fokus fordi de udgør et mellemlag mellem d...
NyS, Nydanske Sprogstudier
Journal of Research in Reading
Reading Research Quarterly, 2016
Reading and Writing, 2015
Educational Psychology Review
The study aimed to investigate the effect of embodied learning on children’s literacy skills and ... more The study aimed to investigate the effect of embodied learning on children’s literacy skills and whether the activities were particularly beneficial for children at risk for reading difficulties. We conducted a randomized controlled trial during 4 weeks for grade 1 children (n = 52, age = 7.1). Children were randomly assigned to receive regular classroom teaching (CON) or to receive teaching focusing on letter-sound couplings with the use of the body (i.e., movement-phonemes) (MOVE). Children were evaluated on letter knowledge, word reading, and spelling performance before the intervention (T1) and after the intervention (T2). A significantly improvement for MOVE compared to CON from T1 to T2 was observed in children’s ability to name letter-sounds (p < 0.001), conditional sounds (p <0.001), and for spelling performance (p = 0.002). Within CON and MOVE, children were divided into low (LP) and high performers (HP) based on word reading performance at baseline. A significantly h...
Educational Psychology Review
The aim of this study was to investigate the effects of embodied learning on children’s pre-readi... more The aim of this study was to investigate the effects of embodied learning on children’s pre-reading and word reading skills. We conducted a three-armed randomized controlled trial including two intervention groups and one control group. One hundred forty-nine children from grade 0 (5–6 years old) who had just started school were recruited from 10 different classes from four elementary schools. Within each class, children were randomly assigned to receive teaching of letter-sound couplings and word decoding either with whole-body movements (WM), hand movements (HM), or no movements (CON) over an 8-week period. Children were evaluated on pre-reading, word reading, and motor skills before (T1), immediately after (T2), and after 17–22 weeks of retention period (T3) following the intervention. Between-group analysis showed a significant improvement in children’s ability to name letter-sounds correctly from T1 to T2 (p < 0.001) and from T1 to T3 (p < 0.05) for WM compared to CON. HM...
Scandinavian Studies in Language, 2017
Artiklen omhandler et igangværende udviklings- og forskningsprojekt, der har ordkendskabsundervis... more Artiklen omhandler et igangværende udviklings- og forskningsprojekt, der har ordkendskabsundervisning på mellemtrinnet som omdrejningspunkt. I første del af artiklen skitseres baggrunden for projektet, og der udpeges nogle overordnede tilgange til ordkendskabsundervisning. I anden delaf artiklen beskrives projektet nærmere, og der sættes fokus på én af de vigtigste og mest oplagte tilgange, nemlig direkte undervisning i udvalgte ord. I den forbindelse præsenteres resultater fra en afprøvning af et 4-ugers undervisningsforløb med 211 elever fra 3. og 4. klassetrin som deltagere. Effekten afundervisningen vurderes gennem et eksperimentelt undersøgelsesdesign, som det kendes fra den psykolingvistiske forskningstradition.
Page 1. Af Anne-Mette Veber Nielsen og Holger Juul Når det ringer ind til et nyt skoleår efter so... more Page 1. Af Anne-Mette Veber Nielsen og Holger Juul Når det ringer ind til et nyt skoleår efter som-merferien, er det samtidig startskuddet til, at elever, der starter i børnehaveklasse, skal gen-nemgå en obligatorisk sprogvurdering. ...
Scandinavian Journal of Educational Research, 2021
BMC Pediatrics
Background Results from previous studies suggest that bodily movements, spanning from gestures to... more Background Results from previous studies suggest that bodily movements, spanning from gestures to whole-body movements, integrated into academic lessons may benefit academic learning. However, only few studies have investigated the effects of movement integrated into reading practice. The PLAYMORE study aims to investigate the effects of two interventions focusing on a close and meaningful coupling between bodily movement and academic content on early pre-reading and word recognition skills in children. Further, the study aims to compare two interventions involving either hand movements (i.e. using arms and hands) or whole-body movements (i.e. using the whole body). Potential mediating factors underlying the link between bodily movement on early pre-reading and word recognition skills will be explored. Methods/design The PLAYMORE study will be conducted as a three-armed randomized controlled trial including children aged five to six years recruited from four schools in the Copenhage...
NyS, Nydanske Sprogstudier
En stor del af ordforrådstilegnelsen i løbet af skoletiden menes at foregå under selvstændig læsn... more En stor del af ordforrådstilegnelsen i løbet af skoletiden menes at foregå under selvstændig læsning (Cunningham 2005). Tilegnelse af nye ord kan blandt andet ske hvis man ved at genkende ordenes morfologiske bestanddele når frem til sandsynlige betydninger. Det er derfor oplagt at skoleelevers ordtilegnelse kan styrkes gennem undervisning i morfologisk analyse (Baumann m.fl. 2003). Med dette sigte har vi i et igangværende projekt udviklet et eksperimentelt undervisningsforløb til elever på mellemtrinnet. Vigtige spørgsmål har været hvad morfologiundervisning specifikt skal handle om hvis danske elever skal have udbytte af den: Møder elever på mellemtrinnet overhovedet morfologisk komplekse ord i selvlæste tekster? Hvad er det typisk for kompleksitetstyper de møder? Og er ordene semantisk transparente? Vi søgte svar ved at undersøge 359 såkaldte kategori 2-ord (Beck og McKeown 1985) fra tekster til mellemtrinnet. Kategori 2-ord er et oplagt fokus fordi de udgør et mellemlag mellem d...
NyS, Nydanske Sprogstudier
Journal of Research in Reading
Reading Research Quarterly, 2016
Reading and Writing, 2015