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Results: 88
Number of items: 88
  • Open Access
    Dams, J., van de Weijer-Bergsma, E., van der Ven, S. H. G., de Bree, E. H., & van der Beek, J. (2026). Reading- and spelling-related self-concept, emotions and coping strategies in students with and without dyslexia. Dyslexia, 32(3), Article e70034. https://doi.org/10.1002/dys.70034
  • Open Access
    Gerrits, E., Kerkhoff, A. O., Zwitserlood, R., Boonstra, M., & de Bree, E. H. (2025). TOS en innerlijke taal: stand van de wetenschap en implicaties voor de praktijk. Stem-, Spraak-, en Taalpathologie, 30, 44-62. https://doi.org/10.21827/32.8310/2025-44
  • Open Access
    Gerritsen, S., Vleeskens, M., de Geus, W., Luyten, H., Rekers-Mombarg, L., & de Bree, E. (2025). Onderzoek naar de effectiviteit van KlankKr8: Eindrapportage. Oberon. https://www.oberon.eu/portfolio/effectstudie-klankkr8-onderzoek-in-het-kader-van-nro-kansrijke-interventies
  • Open Access
    Schoneveld, E., van den Boer, M., van der Grint, I., de Bree, E., & de Jong, P. F. (2025). Effectmeting kansrijke interventies in het po en vo: Perceel 10 – Flits! Tutorlezen – 405-00-860-162. Universiteit van Amsterdam. https://www.nko.nl/onderzoeksprojecten/rct-onderzoek-naar-de-interventie-flits-tutorlezen
  • Open Access
    Bliekendaal, W. I., van den Boer, M., Hakvoort, B. E., & de Bree, E. H. (2025). Spelling abilities of Dutch children with developmental language disorder on words differing in complexity. Reading & Writing, 38(7), 2087-2107. https://doi.org/10.1007/s11145-024-10593-w
  • Open Access
    van Witteloostuijn, M., Haggiyannes, A., de Bree, E., & Blom, E. (2025). Parental input and its relationship with language outcomes in children with (suspected) Developmental Language Disorder: A systematic review. Journal of Speech, Language, and Hearing Research, 68(4), 1982-2005. https://doi.org/10.1044/2024_JSLHR-24-00529
  • Open Access
    de Bree, E. H., Bliekendaal, W. I., & van den Boer, M. (2025). Word spelling in monolingual and bilingual children with developmental language disorder. Journal of Research in Reading, 48(2), 119-130. https://doi.org/10.1111/1467-9817.70001
  • Open Access
    Appels, S., van Viersen, S., van Erp, S., Hornstra, L., & de Bree, E. (2024). A scoping review on word-reading resilience in literacy: Evaluating empirical evidence for protective factors. Learning and Instruction, 93, Article 101969. https://doi.org/10.1016/j.learninstruc.2024.101969
  • Open Access
    van Viersen, S., Kerkhoff, A., & de Bree, E. H. (2024). Looking beyond literacy and phonology: word learning and phonological cue use in children with and without dyslexia. Frontiers in Language Sciences, 3, Article 1389301. https://doi.org/10.3389/flang.2024.1389301
  • Open Access
    Bazen, L., van den Boer, M., de Bree, E. H., & de Jong, P. F. (2024). Presentation matters: Surface text features and text quality in written narratives of Dutch high school students with and without dyslexia. Dyslexia, 30(4), Article e1786. https://doi.org/10.1002/dys.1786
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