Search results

  • Full text

  • Document type

    • Publication year

  • Organisation

Results: 83
Number of items: 83
  • Open Access
    van Viersen, S., de Bree, E. H., Kalee, L., Kroesbergen, E. H., & de Jong, P. F. (2017). Foreign language reading and spelling in gifted students with dyslexia in secondary education. Reading & Writing, 30(6), 1173-1192. https://doi.org/10.1007/s11145-016-9717-x
  • Open Access
    van Viersen, S., de Bree, E. H., Verdam, M., Krikhaar, E., Maassen, B., van der Leij, A., & de Jong, P. F. (2017). Delayed early vocabulary development in children at family risk of dyslexia. Journal of Speech, Language, and Hearing Research, 60, 937-949. https://doi.org/10.1044/2016_JSLHR-L-16-0031
  • Open Access
    Kerkhoff, A., de Bree, E., & Wijnen, F. (2017). Can poor readers be good learners? Non-adjacent dependency learning in adults with dyslexia. In E. Segers, & P. van den Broek (Eds.), Developmental Perspectives in Written Language and Literacy: In honor of Ludo Verhoeven (pp. 315-331). John Benjamins Publishing Company. https://doi.org/10.1075/z.206.19ker
  • Open Access
    Muijselaar, M. M. L., de Bree, E. H., Steenbeek-Planting, E. G., & de Jong, P. F. (2017). Is de cloze-toets een betrouwbare en valide maat voor begrijpend lezen? Pedagogische Studiën, 94(5), 418-435. http://pedagogischestudien.nl/search?identifier=644615
  • Open Access
    de Bree, E., Verhagen, J., Kerkhoff, A. O., Doedens, W., & Unsworth, S. (2017). Language learning from inconsistent input: Bilingual and monolingual toddlers compared. Infant and Child Development, 26(4), Article e1966. https://doi.org/10.1002/icd.1996
  • Open Access
    Zee, M., & de Bree, E. (2017). Students’ self-regulation and achievement in basic reading and math skills: The role of student–teacher relationships in middle childhood. The European Journal of Developmental Psychology, 14(3), 265-280. https://doi.org/10.1080/17405629.2016.1196587
  • de Bree, E., & Zijlstra, H. (2016). Hoe pak je lees- en spellingproblemen aan bij kinderen met TOS? Tijdschrift voor Remedial Teaching, 24(4), 12-15.
  • de Bree, E., & Wijnen, F. (2016). Word stress competence and literacy in Dutch children with a family risk of dyslexia and children with dyslexia. In J. Thomson, & L. Jarmulowicz (Eds.), Linguistic Rhythm and Literacy (pp. 135-162). (Trends in language acquisition research; Vol. 17). John Benjamins Publishing Company. https://doi.org/10.1075/tilar.17.07bre
  • Open Access
    Slot, E. M., van Viersen, S., de Bree, E. H., & Kroesbergen, E. H. (2016). Shared and Unique Risk Factors Underlying Mathematical Disability and Reading and Spelling Disability. Frontiers in Psychology, 7, Article 803. https://doi.org/10.3389/fpsyg.2016.00803
  • Open Access
    Donker, M., Kroesbergen, E., Slot, E., Van Viersen, S., & De Bree, E. (2016). Alphanumeric and non-alphanumeric Rapid Automatized Naming in children with reading and/or spelling difficulties and mathematical difficulties. Learning and Individual Differences, 47, 80-87. https://doi.org/10.1016/j.lindif.2015.12.011
Page 6 of 9