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Results: 139
Number of items: 139
  • Georgiou, G. K., Inoue, T., de Jong, P. F., Manolitsis, G., & Parrila, R. (2025). Cross-lagged relations between word reading accuracy and fluency: evidence from languages varying in orthographic consistency. Reading and Writing, 38(10), 3009-3020. https://doi.org/10.1007/s11145-024-10624-6
  • Open Access
    de Ruig, N. J. (2025). Can teachers promote students' self-regulated learning in elementary schools? The role of teacher–student interactions and teacher skills. [Thesis, externally prepared, Universiteit van Amsterdam].
  • Open Access
    de Jong, P. F., & Molenaar, D. (2025). Shifting Reading Processes and the Development of Word Reading Fluency. Scientific Studies of Reading, 29(3), 328-349. https://doi.org/10.1080/10888438.2025.2481073
  • Open Access
    van der Weijden, F. A., van den Boer, M., Zijlstra, B. J. H., & de Jong, P. F. (2025). Implementation takes time: Reduction of literacy problems in schools implementing an early-literacy intervention. Journal of Research on Educational Effectiveness, 18(4), 918-950. https://doi.org/10.1080/19345747.2024.2384365
  • Open Access
    van der Weijden, F. A. (2025). Weeks of practice and years of experience: Factors related to the outcomes of an early-literacy intervention in schools. [Thesis, fully internal, Universiteit van Amsterdam].
  • Open Access
    Zee, M., de Jong, P. F., & Koomen, H. M. Y. (2024). The relational side of teachers' self-efficacy: Assimilation and contrast effects of classroom relational climate on teachers' self-efficacy. Journal of School Psychology, 103, Article 101297. https://doi.org/10.1016/j.jsp.2024.101297
  • Open Access
    Bazen, L., van den Boer, M., de Bree, E. H., & de Jong, P. F. (2024). Presentation matters: Surface text features and text quality in written narratives of Dutch high school students with and without dyslexia. Dyslexia, 30(4), Article e1786. https://doi.org/10.1002/dys.1786
  • Open Access
    Mulder, E., van de Ven, M., Segers, E., Krepel, A., de Bree, E. H., de Jong, P. F., & Verhoeven, L. (2024). Impact of word-to-text integration processes on reading comprehension development in English as a second language. Journal of Research in Reading, 47(1), 83-102. https://doi.org/10.1111/1467-9817.12441
  • Open Access
    de Ruig, N. J., Zee, M., & de Jong, P. F. (2024). Understanding the interplay between teacher self-efficacy, teacher–student interactions, and students’ self-regulated learning skills at different levels of classroom ecology. Frontiers in Education, 9, Article 1392907. https://doi.org/10.3389/feduc.2024.1392907
  • van Iterson, L., & de Jong, P. F. (2023). Dyslexia antedating and postdating epilepsy onset. Journal of Pediatric Neuropsychology, 9(4), 141-156. https://doi.org/10.1007/s40817-023-00146-4
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