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Results: 139
Number of items: 139
  • de Jong, P. F. (2014). Dyslexie: etiologie en leesproces. In P. Goudena, R. de Groot, & J. Janssens (Eds.), Orthopedagogiek: State of the art (pp. 27-41). Garant.
  • de Jong, P. (2014). Verklaringen van dyslexie: implicaties voor een dyslexie typerend profiel. In L. Verhoeven, P. de Jong, & F. Wijnen (Eds.), Dyslexie 2.0: update van het Protocol Dyslexie Diagnostiek en Behandeling (pp. 37-53). (Studies over taalonderwijs; No. 8). Garant.
  • Verhoeven, L., de Jong, P., & Wijnen, F. (2014). Dyslexie 2.0: inleiding. In L. Verhoeven, P. de Jong, & F. Wijnen (Eds.), Dyslexie 2.0: update van het Protocol Dyslexie Diagnostiek en Behandeling (pp. 9-17). (Studies over taalonderwijs; No. 8). Garant.
  • van den Boer, M., van Bergen, E., & de Jong, P. F. (2014). Underlying skills of oral and silent reading. Journal of Experimental Child Psychology, 128, 138-151. https://doi.org/10.1016/j.jecp.2014.07.008
  • Open Access
    van Bergen, E., de Jong, P. F., Maassen, B., & van der Leij, A. (2014). The effects of parents' literacy and children's preliteracy skills on the risk of dyslexia. Journal of Abnormal Child Psychology, 42(7), 1187-1200. https://doi.org/10.1007/s10802-014-9858-9
  • Open Access
    van Bergen, E., van der Leij, A., & de Jong, P. F. (2014). The intergenerational multiple deficit model and the case of dyslexia. Frontiers in Human Neuroscience, 8, Article 346. https://doi.org/10.3389/fnhum.2014.00346
  • Open Access
    van den Boer, M. (2014). How do children read words? A focus on reading processes. [Thesis, fully internal, Universiteit van Amsterdam].
  • van der Leij, A., van Bergen, E., & de Jong, P. (2013). Longitudinal family-risk studies of dyslexia: why some children develop dyslexia and others don't. In A. Fawcett, & K. Saunders (Eds.), The dyslexia handbook 2013 (pp. 69-76). British Dyslexia Association. http://www.uva.nl/binaries/content/documents/personalpages/b/e/e.vanbergen/en/tab-one/tab-one/cpitem%5B17%5D/asset
  • van den Boer, M., de Jong, P. F., & Haentjens-van Meeteren, M. M. (2013). Modeling the length effect: Specifying the relation with visual and phonological correlates of reading. Scientific Studies of Reading, 17(4), 243-256. https://doi.org/10.1080/10888438.2012.683222
  • Litt, R. A., de Jong, P. F., van Bergen, E., & Nation, K. (2013). Dissociating crossmodal and verbal demands in paired associate learning (PAL): What drives the PAL-reading relationship? Journal of Experimental Child Psychology, 115(1), 137-149. https://doi.org/10.1016/j.jecp.2012.11.012
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