Publications
2023
Scholarly publications
Schuurman, T., Henrichs, L., Schuurman, N., Polderdijk, S., & Hornstra, L. (2023).
Learning Loss in Vulnerable Student Populations after the first COVID-19 School Closure in the Netherlands.
Scandinavian Journal of Educational Research,
67(2), 309-326.
https://doi.org/10.1080/00313831.2021.2006307 2022
Scholarly publications
Lavigne, A. L.
, Henrichs, L., Acosta Feliz, J. A., & Shao, S. (2022).
Cultural responsivity and common conceptualizations of “good” teaching in culturally and linguistically diverse elementary classrooms in the U.S. and the Netherlands.
Teaching and Teacher Education,
118, 1-19. [103812].
https://doi.org/10.1016/j.tate.2022.1038122021
Scholarly publications
Henrichs, L., Polderdijk, S., van Tartwijk, J., & Korevaar, M. (2021). Onderzoeksrapport KANS Kwalitatieve onderzoekscomponent: Kansrijke Aanpakken na de Schoolsluiting. Universiteit Utrecht.
Professional publications
Henrichs, L., Wansink, B., Krijnen, M., & Koppen, van, W. (2021, Oct 5). Hoe gaan docenten om met diversiteit en meertaligheid in de klas?
2020
Professional publications
2019
Scholarly publications
Henrichs, L. F. (2019). Opbrengsten van werkplaatsonderzoek:twee casussen uit de Werkplaats Onderwijsonderzoek Utrecht. Paper presented at Onderwijs Research Dagen 2019 Heerlen, Heerlen, Netherlands.
Leseman, P. P. M., Henrichs, L. F., Blom, W. B. T., & Verhagen, J. (2019).
Young mono- and bilingual children’s exposure to academic language as related to language development and school achievement. In V. Grøver, P. Ucelli, M. Rowe, & E. Lieven (Eds.),
Learning through language: Towards an Educationally Informed Theory of Language Learning (pp. 205-217). Cambridge University Press.
https://doi.org/10.1017/9781316718537.019 Professional publications
2018
Scholarly publications
Henrichs, L. F., Schot, W. D., Zuiker, I., Bakx, A., Soeterik, I., Edzes, H., Klein, T., de Jong, W. A., & Exalto, R. (2018). Educational research labs in the Netherlands: A joint venture in connecting the worlds of educational practice and research. EAPRIL Proceedings, (4), 203-220.
Professional publications
van Look, C. J., Broekhuizen, M. L., Damhuis, C. M. P., Henrichs, L. F., Hornstra, T. E., de Jong, E. M., de Kleijn, R. A. M., van Leest, A. M. C., van Aarsen, E., Bomhof, M., de Wit, W., Bisschop, P.
, & van Tartwijk, J. W. F. (2018).
Onderwijskansen in Utrecht.
https://dspace.library.uu.nl/bitstream/handle/1874/376903/Rapport_Onderwijskansen_in_Utrecht.pdf?sequence=1 2017
Professional publications
Henrichs, L. F., Slot, P. L., & Leseman, P. P. M. (2017). Professionele ontwikkeling in voorschoolse voorzieningen: doeltreffende professionaliseringsvormen en -activiteiten in internationaal perspectief. In R. Fukkink (Ed.), De Nederlandse kinderopvang in wetenschappelijk perspectief (1 ed., pp. 148-187). SWP.
Henrichs, L. F., Damhuis, C. M. P., Trooster, C. S. M., van Look, C. J., Be, M. S. Y., & Schot, W. D. (2017).
Interactievaardigheden in de kinderopvang: Een onderzoek naar ervaren effecten van de trainingen ’TINK’ en “Oog voor Interactie”. Utrecht University.
https://www.rijksoverheid.nl/documenten/rapporten/2017/06/16/interactievaardigheden-in-de-kinderopvanghttps://dspace.library.uu.nl/bitstream/handle/1874/356069/1.pdf?sequence=1 2016
Scholarly publications
Aarts, R., Demir-Vegter, S., Kurvers, J.
, & Henrichs, L. (2016).
Academic Language in Shared Book Reading: Parent and Teacher Input to Mono- and Bilingual Preschoolers.
Language Learning.
https://doi.org/10.1111/lang.121522015
Professional publications
Verhallen, M., & Henrichs, L. F. (2015). Woordenschat in interactie: Sámen aan het woord! De Wereld van het Jonge Kind, 22-25.
Other output
Henrichs, L. F. (2015). CLASS-based professional development: Differential aspects to quality of teacher–child interactions. Paper presented at 16th Biennial EARLI Conference for Research on Learning and Instruction, Limassol, Cyprus.
2014
Scholarly publications
Henrichs, L. F., & Leseman, P. P. M. (2014).
Early Science Instruction and Academic Language Development Can Go Hand in Hand. The Promising Effects of a Low-Intensity Teacher-Focused Intervention.
International Journal of Science Education,
36(17), 2978-2995.
https://doi.org/10.1080/09500693.2014.948944 2011
Scholarly publications
Henrichs, L. F., Leseman, P. P. M., Broekhof, K., & Cohen de Lara, H. (2011). Kindergarten talk about science and technology. the situation preceding a teacher-directed intervention. In M. J. de Vries, S. van Keulen, S. Peters, & J. Walma van der Molen (Eds.), Professional development for primary teachers in science and technology. the dutch VTB-pro project in an international perspective (pp. 217-227). Sense Publishers.
2010
Scholarly publications
Henrichs, L. F. (2010). Academic language in early childhood interactions. A longitudinal study of 3- to 6-year-old Dutch monolingual children. Amsterdam Center for Language and Communication.
Other output
Henrichs, L. F., Leseman, P. P. M., & Scheele, A. F. (2010). Academic language input and early literacy in Dutch, Moroccan-Dutch and Turkish-Dutch 3- to 7-year old. Paper presented at Paper presented at the meeting of the Deutsche Gesellschaft für Psychologie, Bremen, Germany.
Henrichs, L. F. (2010). Schooltaal in de voor- en vroegschoolse periode. Paper presented at Paper presented at the meeting of the Werkverband Amsterdamse Psycholinguïsten, Amsterdam.
Leseman, P. P. M., Henrichs, L. F., Aarts, R., & Scheele, A. F. (2010). Academic language input and early literacy in Dutch, Moroccan-Dutch and Turkish-Dutch 3- to 7-year old. Paper presented at Paper presented at the meeting of the Society for the Scientific Study of Reading, Berlin, Germany.
Henrichs, L. F., Schoonen, J. J. M., & Kuiken, F. (2010). Academic language in early childhood: A functional perspective. Paper presented at Paper presented at the meeting of the American Association for Applied Linguistics, Atlanta, GA (USA).
Leseman, P. P. M., Henrichs, L. F., & Aarts, A. M. L. (2010). Academic language input and early literacy in native Dutch and Dutch-as-second-language learning Moroccan-Dutch and Turkish-Dutch children. Paper presented at Paper presented at the annual conference of the Society for the Scientific Study of Reading, Berlin, Germany.
Leseman, P. P. M., & Henrichs, L. F. (2010). Academic language input and early literacy in Dutch, Moroccan-Dutch and Turkish-Dutch 3- to 7-year old. Paper presented at Paper presented at the meeting of the Deutschen Gesellschaft für Psychologie, Bremen, Germany.
2009
Scholarly publications
van Otterloo, S. G., van der Leij, A., & Henrichs, L. F. (2009). Early home-based intervention in the Netherlandsfor children at familial risk of dyslexia. Dyslexia, 15(3), 187-217.
Henrichs, L. F., & Schoonen, R. (2009). Lexical features of parental academic language input. The effect on vocabulary growth in monolingual Dutch children. In B. J. Richards, H. M. Daller, D. D. Malvern, P. P. Meara, J. Milton, & J. Treffers-Daller (Eds.), Vocabulary studies in first and second language acquisition: the interface between theory and application (pp. 1-22). Palgrave Macmillan.
Other output
Henrichs, L. F. (2009). Academic language in early childhood interactions. Paper presented at Paper presented at the symposium Discourse Practices in Preschool, Groningen, The Netherlands.