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Results: 139
Number of items: 139
  • de Jong, P. (2011). Begrijpend lezen. In P. de Jong, & H. Koomen (Eds.), Interventie bij onderwijsleerproblemen (pp. 25-39). Garant.
  • de Jong, P., & Koomen, H. (2011). Interventie bij onderwijsleerproblemen. Garant.
  • de Jong, P. F. (2011). What discrete and serial rapid automatized naming can reveal about reading. Scientific Studies of Reading, 15(4), 314-337. https://doi.org/10.1080/10888438.2010.485624
  • Marinus, E., & de Jong, P. F. (2011). Dyslexic and typical-reading children use vowel digraphs as perceptual units in reading. The Quarterly Journal of Experimental Psychology, 64(3), 504-516. https://doi.org/10.1080/17470218.2010.509803
  • Marinus, E., & de Jong, P. F. (2010). Variability in word reading performance of dyslexic readers: effects of letter length, phoneme length and digraph presence. Cortex, 46(10), 1259-1271. https://doi.org/10.1016/j.cortex.2010.06.005
  • Marinus, E., & de Jong, P. F. (2010). Size does not matter, frequency does: sensitivity to orthographic neighbours in normal and dyslexic readers. Journal of Experimental Child Psychology, 106(2-3), 129-144. https://doi.org/10.1016/j.jecp.2010.01.004
  • de Jong, P. (2010). Definitie van dyslexie. In L. Verhoeven, F. Wijnen, K. van den Bos, & R. Kleijnen (Eds.), Zorg om dyslexie (pp. 17-24). (Studies over taalonderwijs; No. 7). Garant.
  • Open Access
    Snellings, P., van der Leij, A., Blok, H., & de Jong, P. F. (2010). Reading fluency and speech perception speed of beginning readers with persistent reading problems: the perception of initial stop consonants and consonant clusters. Annals of Dyslexia, 60(2), 151-174. https://doi.org/10.1007/s11881-010-0039-4
  • Open Access
    Marinus, E. (2010). Word-recognition processes in normal and dyslexic readers. [Thesis, fully internal, Universiteit van Amsterdam]. UvA.
  • de Jong, P. F., Bitter, D. J. L., van Setten, M., & Marinus, E. (2009). Does phonological recoding occur during silent reading and is it necessary for orthographic learning? Journal of Experimental Child Psychology, 104(3), 267-282. https://doi.org/10.1016/j.jecp.2009.06.002
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