Search results

  • Full text

  • Document type

    • Publication year

  • Organisation

Results: 144
Number of items: 144
  • Muijselaar, M., Swart, N., Steenbeek-Planting, E., Droop, M., Verhoeven, L., & de Jong, P. (2018). The effect of a strategy training on reading comprehension in fourth-grade students. Journal of Educational Research, 111(6), 690-703. https://doi.org/10.1080/00220671.2017.1396439
  • Open Access
    van Viersen, S., de Bree, E. H., Zee, M., Maassen, B., van der Leij, A., & de Jong, P. F. (2018). Pathways into literacy: The role of early oral language abilities and family risk for dyslexia. Psychological Science, 29(3), 418-428. https://doi.org/10.1177/0956797617736886
  • Open Access
    van den Boer, M., & de Jong, P. F. (2018). Stability of visual attention span performance and its relation with reading over time. Scientific Studies of Reading, 22(5), 434-441. https://doi.org/10.1080/10888438.2018.1472266
  • Open Access
    van den Boer, M., de Bree, E. H., & de Jong, P. F. (2018). Simulation of dyslexia. How literacy and cognitive skills can help distinguish college students with dyslexia from malingerers. PLoS ONE, 13(5), Article e0196903. https://doi.org/10.1371/journal.pone.0196903
  • Open Access
    Zee, M., Koomen, H. M. Y., & de Jong, P. F. (2018). How different levels of conceptualization and measurement affect the relationship between teacher self-efficacy and students’ academic achievement. Contemporary Educational Psychology, 55, 189-200. https://doi.org/10.1016/j.cedpsych.2018.09.006
  • Open Access
    de Jong, E. M. (2018). Equal opportunities? The effects of negative stereotypes and teacher-child relationship quality on the school adjustment of ethnic minority students in the Netherlands. [Thesis, fully internal, Universiteit van Amsterdam].
  • Open Access
    Swart, N. M., Muijselaar, M. M. L., Steenbeek-Planting, E. G., Droop, M., de Jong, P. F., & Verhoeven, L. (2017). Cognitive precursors of the developmental relation between lexical quality and reading comprehension in the intermediate elementary grades. Learning and Individual Differences, 59, 43-54. https://doi.org/10.1016/j.lindif.2017.08.009
  • Open Access
    Muijselaar, M. M. L., Swart, N. M., Steenbeek-Planting, E. G., Droop, M., Verhoeven, L., & de Jong, P. F. (2017). The dimensions of reading comprehension in Dutch children: Is differentiation by text and question type necessary? Journal of Educational Psychology, 109(1), 70-83. https://doi.org/10.1037/edu0000120
  • de Jong, P. F. (2017). Mis(ver)standen rondom dyslexie. Kind en Adolescent, 38(3), 187-189. https://doi.org/10.1007/s12453-017-0153-8
  • 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
Page 6 of 15