Kegel, C.A.T. (Carienke) PhD

  • Emergent Literacy

Telephone number: +31 (0)71 527 1850
Faculty / Department: Faculteit der Sociale Wetenschappen, Instituut Pedagogische Wetenschappen, Orthopedagogiek
Office Address: Pieter de la Court gebouw
Wassenaarseweg 52
2333 AK Leiden
Room number 4A22

  • PhD candidate, Leiden University (2008 - 2011). Research Project: ‘Challenges of New Media for the Development of Early Literacy Skills in Children at Risk’. Supervised by prof. dr. A. G. Bus
  • MPhil in Educational Sciences (cum laude): Normal and Deviant Patterns of Attachment and Self Regulated Learning (track: Educational Science and Learning), Leiden University (2007)
  • Research assistant with Prof. dr. A. G. Bus, Leiden University (2006 - 2007)
  • MSc in Education and Child Studies (track: Learning Problems and Impairments), Leiden University (2006)
  • Teacher assistant statistical course SPSS, Leiden University (2004, 2005)
  • Secondary education at C.S.G. Willem van Oranje, Oud-Beijerland (1996 – 2002)

Research area

Emergent Literacy

Selection of articles, book chapters, books

  • Bus, A.G., & Kegel, C.A.T. (in press). Effects of an adaptive game on early literacy skills in at risk populations. In O. Korat & A. Shamir (Eds.), Literacy, technology, and at risk populations.
  • Bus, A.G., Kegel, C.A.T., & Van der Kooy-Hofland, V.A.C. (2011). Interactief leesonderwijs voor kleuters. In P.F. de Jong & H.M.Y. Koomen (Red.), Interventie bij onderwijsleerproblemen (pp. 83-93). Apeldoorn: Garant.
  • Kegel, C.A.T., & Bus, A.G. (in press). Online tutoring as a pivotal quality of web-based early literacy programs. Journal of Educational Psychology.
  • Kegel, C.A.T., Bus, A.G., & Van IJzendoorn, M.H. (2011). Differential susceptibility in early literacy instruction through computer games: The role of the dopamine D4 receptor gene (DRD4). Mind, Brain, and Education, 5, 71-78.
  • Kegel, C.A.T., Van der Kooy- Hofland, V.A.C., & Bus, A.G. (2009). Improving early phoneme skills with a computer program: Differential effects of regulatory skills. Learning and Individual Differences, 19, 549-554.
  • Van der Aalsvoort, G. M., Kegel, C. A. T., van der Sluis, M. J., & Broos, D. C. (2007). Toe zijn aan groep 3: de rol van kind- en omgevingsfactoren bij schoolrijpheid. De Wereld van het Jonge Kind, 34, 130-132.
  • Van der Aalsvoort, G. M., van der Sluis, M. J., Kegel, C. A. T., & Broos, D. C. (2007). Toe zijn aan formeel onderwijs. De rol van kind- en omgevingsfactoren bij de bepaling van schoolrijpheid. Tijdschrift voor Orthopedagogiek, Kinderpsychiatrie en klinische Kinderpsychologie, 32, 75-87.
  • Van der Kooy-Hofland, V.A.C., Kegel, C.A.T., & Bus, A.G. (2011). Evidence-based computer interventions targeting phonological awareness to prevent reading problems in at-risk young students. In S.B. Neuman, & D.K. Dickinson (Eds.), Handbook of early literacy research, Volume 3 (pp. 214-227). New York: Guilford Press.            

Last Modified: 31-03-2016