Search results

  • Full text

  • Document type

    • Publication year

  • Organisation

Results: 144
Number of items: 144
  • 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
    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
    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
  • Open Access
    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
  • Open Access
    Bazen, L., de Bree, E. H., van den Boer, M., & de Jong, P. F. (2023). Perceived negative consequences of dyslexia: the influence of person and environmental factors. Annals of Dyslexia, 73(2), 214-234. https://doi.org/10.1007/s11881-022-00274-0
  • Open Access
    de Jong, P. F. (2023). Terug naar de basis.
  • Open Access
    de Ruig, N. J., de Jong, P. F., & Zee, M. (2023). Stimulating elementary school students’ self-regulated learning through high-quality interactions and relationships: A narrative review. Educational Psychology Review, 35, Article 71. https://doi.org/10.1007/s10648-023-09795-5
  • Open Access
    de Jong, P. F. (2023). The validity of WISC-V profiles of strengths and weaknesses. Journal of Psychoeducational Assessment, 41(4), 363-379. https://doi.org/10.1177/07342829221150868
  • Open Access
    Bosman, R. J., Koomen, H. M. Y., Zee, M., & de Jong, P. F. (2022). Patterns of problematic teacher–child relationships in upper elementary school. Journal of Applied Developmental Psychology, 83(November-December), Article 101478. https://doi.org/10.1016/j.appdev.2022.101478
Page 2 of 15