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Results: 117
Number of items: 117
  • Ghesquière, P., & van der Leij, A. (2016). Technisch lezen en spellen. In K. Verschueren, & H. Koomen (Eds.), Handboek diagnostiek in de leerlingenbegeleiding: Kind en context (6 ed., pp. 71-92). Garant.
  • Hakvoort, B., van der Leij, A., van Setten, E., Maurits, N., Maassen, B., & van Zuijen, T. (2016). Dichotic listening as an index of lateralization of speech perception in familial risk children with and without dyslexia. Brain and Cognition, 109, 75-83. https://doi.org/10.1016/j.bandc.2016.09.004
  • Open Access
    van der Donk, M. L. A. (2016). Cognitive training for children with ADHD: Individual differences in training and transfer gains. [Thesis, externally prepared, Universiteit van Amsterdam].
  • Open Access
    Hakvoort, B., de Bree, E., van der Leij, A., Maassen, B., van Setten, E., Maurits, N., & van Zuijen, T. L. (2016). The role of categorical speech perception and phonological processing in familial risk children with and without dyslexia. Journal of Speech, Language, and Hearing Research, 59(6), 1448-1460. https://doi.org/10.1044/2016_JSLHR-L-15-0306
  • Open Access
    Hakvoort, B. E. (2016). Speaking of reading: The role of basic auditory and speech processing in the manifestation of dyslexia in children at familial risk. [Thesis, fully internal, Universiteit van Amsterdam].
  • Hakvoort, B., van der Leij, A., Maurits, N., Maassen, B., & van Zuijen, T. L. (2015). Basic auditory processing is related to familial risk, not to reading fluency: An ERP study. Cortex, 63, 90-103. https://doi.org/10.1016/j.cortex.2014.08.013
  • Open Access
    van der Donk, M., Hiemstra-Beernink, A.-C., Tjeenk-Kalff, A. C., van der Leij, A., & Lindauer, R. (2015). Cognitive training for children with ADHD: a randomized controlled trial of cogmed working memory training and ‘paying attention in class’. Frontiers in Psychology, 6, Article 1081. https://doi.org/10.3389/fpsyg.2015.01081
  • Open Access
    Wijnen, F., de Bree, E., van Alphen, P., de Jong, J., & van der Leij, A. (2015). Comparing SLI and dyslexia: Developmental language profiles and reading outcomes. In S. Stavrakaki (Ed.), Specific language impairment: current trends in research (pp. 89-112). (Language acquisition and language disorders; No. 58). John Benjamins. https://doi.org/10.1075/lald.58.04wij
  • Open Access
    Zijlstra, A. H. (2015). Early grade learning: The role of teacher-child interaction and tutor-assisted intervention. [Thesis, fully internal, Universiteit van Amsterdam].
  • Zijlstra, A. H., Koomen, H. M. Y., Regtvoort, A. G. F. M., & van der Leij, D. A. V. (2014). Effects of quantitative and qualitative treatment fidelity of an individualized computer-supported early reading intervention delivered by non-professional tutors. Learning and Individual Differences, 33, 55-62. https://doi.org/10.1016/j.lindif.2014.04.004
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