Sanneke de la Rie works as a postdoctoral researcher on the international NWO Open Research Area project “The Development of Inequality in Children’s Educational achievements (DICE),” within the research group of Prof. Dr. Renske Keizer. The project examines how childhood inequalities develop over time (ages 3 to 16), what factors may influence inequalities, and how national context may strengthen or buffer these processes. The international team aims to contribute to the intergenerational transmission of inequalities literature by looking at development over time, as opposed to international large-scale assessments which take snap-shots of achievement. They examine development in early childhood cross-nationally, and conceptualize child development in a comprehensive manner by investigating both cognitive, as well as behavioural and health outcomes. This is done by leveraging rich cohort and administrative data from France, Germany, Japan, Netherlands, the United Kingdom, and the United States, embedding these countries in a harmonized framework.
Sanneke completed her PhD in Pedagogy at the Department of Psychology, Education and Child Studies, Erasmus University Rotterdam. Her dissertation focuses on implementation quality and effects of family literacy programs. Recognizing the strong and long lasting influence of parents as first educators of their children, family literacy programs aim to promote children’s literacy development by stimulating the home literacy environment, particularly in at-risk families. Previously established disappointing program effects for these families stress the need for insight into how programs are implemented. Starting from a comprehensive framework for measuring implementation quality, Sanneke’s PhD-research maps how implementation quality is generally included in family literacy research. Applying the framework in an effect study of the Dutch program Early Education at Home (VVE Thuis), she provides recommendations for how the implementation of family literacy programs can be improved. Adequate implementation quality of these programs is not self-evident. Future studies should therefore comprehensively examine the role of implementation quality in program evaluations, while in practice, systematic preparation for implementation of FLPs is necessary. Promoting differentiation, both in delivery and program content, can help to better support participating families from various socioeconomic and cultural backgrounds in implementing these programs.
Sanneke’s research focuses on three main topics: 1) the intergenerational transmission of inequalities, 2) family literacy programs, and 3) early child language development.
F. Spierings, M.M. Meeuwisse & S. de la Rie (2011). Wijkmonitoring. In G. Walraven (Ed.), Van de maakbare naar de lerende stad. Antwerpen-Apeldoorn: Garant-Uitgevers
R.C.M. van Steensel, A.E. Krijnen, S. de la Rie & M. Meeuwisse (2016). Stimulering van taal en geletterdheid: ouderbetrokkenheid organiseren. In Onderwijs en opvoeding in stedelijke context. Van startbekwaam naar stadsbekwaam (pp. 235-246). Bussum: Coutinho
F. Spierings, M.M. Meeuwisse & S. de la Rie (2012). Wijken van waarde 2012. (Extern rapport). Utrecht: Uitgeverij IJzer
R.C.M. van Steensel, S. de la Rie, K. Vlot & N. Lucassen (2019, augustus 14). Differences between fathers and mothers in shared reading interactions: Effects of child gender. Aachen, EARLI.
S. de la Rie, R. van Steensel, A. van Gelderen & S. Severiens (2015, augustus 17). Parent-child interactions during different types of activities and the role of SES. Leiden, Symposium conducted at the meeting of Onderwijs Research Dagen.
S. de la Rie, R. van Steensel, A. van Gelderen & S. Severiens (2018, augustus 29). Level of abstraction in parent-child interactions and early literacy: The role of activity type and socio-economic status. Berlin, Germany., Symposium conducted at the meeting of Early Learning and Instruction, SIG 5.
S. de la Rie, R. van Steensel, A. van Gelderen & S. Severiens (2016, juli 29). Implementation and effects of Early Education at Home. Porto, Portugal, Symposium conducted at the meeting of Early Learning and Instruction, SIG 5.
S. de la Rie, R. van Steensel, A. van Gelderen & S. Severiens (2015, augustus 28). Implementation Quality of Family Literacy Programs: A Systematic Review. Limassol, Cyprus., Symposium conducted at the meeting of Early Learning and Instruction.
S. de la Rie, R. van Steensel & A. van Gelderen (2014, augustus 23). Inside the black box of family literacy programs. Jyvaskyla, Finland, the meeting of Early Learning and Instruction, SIG 5.
S. de la Rie, R. van Steensel & A. van Gelderen (2016, juni 10). Pitfalls and successes in implementing Early Education at Home. Rotterdam, Symposium conducted at the meeting of Onderwijs Research Dagen, Brugprogramma.
S. de la Rie (2019, januari 7). Effecten van gezinsprogramma’s en de rol van implementatiekwaliteit. University of Applied Sciences Rotterdam, Minor VVE - Pabo.
S. de la Rie (2018, september 24). Family Literacy Programs as educational innovations: the role of implementation quality. Erasmus University Rotterdam, Invited lecture for the course: : Innovation in Education and Training. Faculty of Social Sciences.
S. de la Rie, R.C.M. van Steensel, A.J.S. van Gelderen & S. Severiens (2017, juli 13). Cognitive demand in parent-child interactions and children’s literacy skills. Halifax, Canada, Conference Society for the Scientific Study of Reading.
S. de la Rie, R.C.M. van Steensel, A.J.S. van Gelderen, J. Jongerling & S. Severiens (2017, augustus 29). Outcomes and implementation of a Dutch Family Literacy Program. Tampere, Finland, EARLI Conference.
S. de la Rie & M. van der Pluijm (2018). Enhancing parental involvement at home in disadvantaged families with young children: an inclusive approach. Workshop conducted at Parental Involvement conference, organized by Municipality of Rotterdam and Oxford University, Rotterdam. Parental Involvement conference, organized by Municipality of Rotterdam and Oxford University: Rotterdam (2016, oktober 7 - 2016, oktober 7).
S. de la Rie (2018). Parental involvement in primary education with Early Education at Home for toddlers. professional development day organized by Stichting Wijzer for primary school teachers and staff: Maassluis (2013, maart 12 - 2013, maart 12).
S. de la Rie & E. Oosterlaan (2013). Mapping parent-school relations with assistance of students from Rotterdam University of Applied Sciences. Workshop conducted at Parental Involvement conference, organized by Municipality of Rotterdam (Beter Presteren): Rotterdam (2012, november 12 - 2012, november 12).
S. de la Rie, R. van Steensel, A. van Gelderen & S. Severiens (2018). Review of Education Editors’ Choice Award. Implementation quality of family literacy programmes: a review of literature: . Wetenschappelijk.
S. de la Rie, R.C.M. van Steensel & A.J.S. van Gelderen (2017). Review of Education's Editors’ Choice Award 2017. Wetenschappelijk.