Both-de Vries, A.C. (Anneke) PhD

Expertise:
  • Emergent Literacy




  • Lecturer in the Centre for Learning Problems and Impairments (2005-)
    PhD Leiden University (2006)
  • Guest Staff Member, Leiden University (1994-)
  • Diagnostic qualification, NVO (1986)
  • Staff Developer, Advies en BegeleidingsCentrum Amsterdam (1976-1991)
  • MA (1976), University of Amsterdam
  • Gymnasium ß (1954-1961)

Research area

Emergent Literacy

Selection of articles, book chapters, books

  • Both-de Vries, Anna C. (2006). It’s All in the Name. Early Writing: From Imitating Print to Phonetic Writing. Amsterdam: Rosenberg Publishers.
  • Both, Anneke (1997). Older bilingual children’s reading and writing [Hoe leren nieuwkomers lezen en schrijven?] Stimulans, 1997, mei, 20-23.
  • Both–de Vries, Anna C. (1996). Older Bilingual Children Project Amsterdam Zuidoost; a survey after two years.[ Nieuwkomersproject Amsterdam Zuidoost; tussenstand na twee projectjaren] . Non-published report. Amsterdam: Advies en BegeleidingsCentrum Amsterdam.
  • Both, Anneke (1996). Kindergarter’s reading and writing. Bilingual Kindergartens in Amsterdam Z.O.[ Hoe kleuters lezen en schrijven; allochtone kleuters in Amsterdam Z.O. onderzocht]. Stimulans, 1996, april, 15-18.
  • Both-de Vries, A. C., & A. G. Bus (in press). It’s All in the Name. Manuscript submitted to be published in the Festschrift in honor of Professor Iris Levin.
  • Both-de Vries, A. C., & A. G. Bus (in press). Name Writing: A First Step to Phonetic Writing? Does the name have a special role in understanding the symbolic function of writing? Literacy Teaching and Learning.
  • Both-de Vries, A. C., & Bus, A. G.(2003). A Close Look to Tests for Emergent Reading and Writing [Lezen en schrijven toetsen met ‘Het pedagogisch –didactisch onderzoek van het jonge kind; een evaluatie van de bruikbaarheid]. Unpublished report. Amsterdam: Advies en BegeleidingsCentrum Amsterdam.
  • Both-de Vries, A. C.,& Bus, A. G. (1992). The storyteller; storytelling combined with video (de verhalenman; een vertelproject met video]. Jeugd, School, Wereld, 77, 2, 12-15.
  • Bus, A. G., & Both-de Vries, A. (1997). Effective Reading and Writing Activities in Preschool and Kindergarter [Succesvolle voorbeelden van lezen en schrijven in de onderbouw]. Hoevelaken/CPS (ISBN: 90 6508 347 2).
  • Bus, A. G., & Both-de Vries, A. (1993). Are Dutch beginning-reading methods attuned to children's natural interest in written language? International Journal of Educational Research, 19, 31-38.
  • Bus, A. G., Both-de Vries, A., de Jong, M., Sulzby, E., de Jong, W., & de Jong, E. (2001). Conceptualizations Underlying Prereaders’ Story Writing. (CIERA Report #2-015). Ann Arbor, MI: University of Michigan, School of Education, Center for Improvement of Early Reading Achievement.
  • Faber, Freek, Both, Anneke, & Verschure, Els (1991). en ; Comprehensive Reading in Elementary Schools. [ en ; voor de .] Groningen: Jacob Dijkstra Educatieve Uitgeverij.
  • Language Time! A Dutch Basal for Language [Taaltijd: Nederlandse taal voor het basisonderwijs]. (1995). Redactie & van den ; Author Comprehensive Reading Anneke Both-de Vries. Groningen: Woltersgroep.
  • Levin, I., Both-de Vries, A. C., Aram, D., & Bus, A. G. (2005). Writing starts with own name writing: From scribbling to conventional spelling of Israeli and Dutch children. Applied Social Linguistics, 26, 463-477.

Last Modified: 31-03-2016