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Results: 144
Number of items: 144
  • Open Access
    Elbro, C., & de Jong, P. F. (2017). Orthographic learning is verbal learning: The role of spelling pronunciations. In K. Cain, D. L. Compton, & R. K. Parrila (Eds.), Theories of Reading Development (pp. 169-190). (Studies in Written Language and Literacy; Vol. 15). John Benjamins Publishing Company. https://doi.org/10.1075/swll.15.10elb
  • 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 Jong, P. F., & van Bergen, E. (2017). Issues in diagnosing dyslexia. In E. Segers, & P. van den Broek (Eds.), Developmental perspectives in written language and literacy: In honor of Ludo Verhoeven (pp. 349-361). John Benjamins Publishing Company.
  • Open Access
    Zee, M., de Jong, P. F., & Koomen, H. M. Y. (2017). From externalizing student behavior to student-specific teacher self-efficacy: The role of teacher-perceived conflict and closeness in the student–teacher relationship. Contemporary Educational Psychology, 51, 37-50. https://doi.org/10.1016/j.cedpsych.2017.06.009
  • 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
    Swart, N. M., Muijselaar, M. M. L., Steenbeek-Planting, E. G., Droop, M., de Jong, P. F., & Verhoeven, L. (2017). Differential lexical predictors of reading comprehension in fourth graders. Reading & Writing, 30(3), 489-507. https://doi.org/10.1007/s11145-016-9686-0
  • Open Access
    Tamboer, P., Vorst, H. C. M., & de Jong, P. F. (2017). Six factors of adult dyslexia assesed by cognitive tests and self-report questions: Very high predictive validity. Research in Developmental Disabilities, 71, 143-168. https://doi.org/10.1016/j.ridd.2017.09.010
  • Open Access
    Schlatter, E., Bredeweg, B., van Drie, J., & de Jong, P. (2017). Can learning by qualitative modelling be deployed as an effective method for learning Subject-Specific Content? In É. Lavoué, H. Drachsler, K. Verbert, J. Broisin, & M. Pérez-Sanagustín (Eds.), Data Driven Approaches in Digital Education: 12th European Conference on Technology Enhanced Learning, EC-TEL 2017, Tallinn, Estonia, September 12–15, 2017 : proceedings (pp. 479-485). (Lecture Notes in Computer Science; Vol. 10474). Springer. https://doi.org/10.1007/978-3-319-66610-5_46
  • Open Access
    Muijselaar, M., Swart, N. M., Steenbeek-Planting, E. G., Droop, M., Verhoeven, L., & de Jong, P. F. (2017). Developmental Relations Between Reading Comprehension and Reading Strategies. Scientific Studies of Reading, 21(3), 194-209. https://doi.org/10.1080/10888438.2017.1278763
  • Open Access
    Muijselaar, M. M. L., Kendeou, P., de Jong, P. F., & van den Broek, P. W. (2017). What does the CBM-maze test measure? Scientific Studies of Reading, 21(2), 120-132. https://doi.org/10.1080/10888438.2016.1263994
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