Search results
Results: 144
Number of items: 144
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van den Boer, M., & de Jong, P. F. (2022). Effectieve begeleiding op ondersteuningsniveau 3 met Rekensprint. PsyArXiv. https://doi.org/10.31234/osf.io/htpm4 -
de Jong, P. F., Schreurs, B. G. M., & Zee, M. (2022). Parent–child conflict during homeschooling in times of the COVID-19 pandemic: A key role for mothers’ self-efficacy in teaching. Contemporary Educational Psychology, 70, Article 102083. https://doi.org/10.1016/j.cedpsych.2022.102083
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de Bree, E. H., van den Boer, M., Toering, B., & de Jong, P. F. (2022). A stitch in time...: Comparing late-identified, late-emerging and early-identified dyslexia. Dyslexia, 28(3), 276-292. https://doi.org/10.1002/dys.1712
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van Viersen, S., Protopapas, A., & de Jong, P. F. (2022). Word- and text-level processes contributing to fluent reading of word lists and sentences. Frontiers in Psychology, 12, Article 789313. https://doi.org/10.3389/fpsyg.2021.789313
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van Viersen, S., Protopapas, A., Georgiou, G. K., Parrila, R., Ziaka, L., & de Jong, P. F. (2022). Lexicality effects on orthographic learning in beginning and advanced readers of Dutch: An eye-tracking study. Quarterly Journal of Experimental Psychology, 75(6), 1135-1154. https://doi.org/10.1177/17470218211047420
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Zijlstra, H., van Bergen, E., Regtvoort, A., de Jong, P. F., & van der Leij, A. (2021). Prevention of Reading Difficulties in Children With and Without Familial Risk: Short- and Long-Term Effects of an Early Intervention. Journal of Educational Psychology, 113(2), 248–267. https://doi.org/10.1037/edu0000489
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Mulder, E., van de Ven, M., Segers, E., Krepel, A., de Bree, E. H., de Jong, P. F., & Verhoeven, L. (2021). Word-to-text integration in English as a second language reading comprehension. Reading and Writing, 34(4), 1049-1087. https://doi.org/10.1007/s11145-020-10097-3
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Krepel, A., de Bree, E. H., & de Jong, P. F. (2021). Does the availability of orthography support L2 word learning? Reading and Writing, 34(2), 467-496. https://doi.org/10.1007/s11145-020-10078-6
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Psyridou, M., Tolvanen, A., de Jong, P. F., Lerkkanen, M.-K., Poikkeus, A.-M., & Torppa, M. (2021). Developmental profiles of reading fluency and reading comprehension from grades 1 to 9 and their early identification. Developmental Psychology, 57(11), 1840-1854. https://doi.org/10.1037/dev0000976
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de Jong, P. F., & van den Boer, M. (2021). The relation of visual attention span with serial and discrete rapid automatized naming and reading. Journal of Experimental Child Psychology, 207, Article 105093. https://doi.org/10.1016/j.jecp.2021.105093
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