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Results: 6
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  • Leseman, P. P. M., Henrichs, L. F., Blom, E., & Verhagen, J. (2019). Young monolingual and bilingual children’s exposure to academic language as related to language development and school achievement: The DASH project. In W. Grøver, P. Uccelli, M. L. Rowe, & E. Lieven (Eds.), Learning through Language: Towards an Educationally Informed Theory of Language Learning (pp. 205-217). Cambridge University Press. https://doi.org/10.1017/9781316718537.019
  • Open Access
    Henrichs, L. F. (2010). Academic language in early childhood interactions : a longitudinal study of 3- to 6-year-old Dutch monolingual children. [Thesis, fully internal, Universiteit van Amsterdam]. Proefschriftmaken.nl.
  • van Otterloo, S. G., van der Leij, A., & Henrichs, L. F. (2009). Early home-based intervention in the Netherlands for children at familial risk of dyslexia. Dyslexia, 15(3), 187-217. https://doi.org/10.1002/dys.376
  • Henrichs, L., & Schoonen, R. (2009). Lexical features of parental academic language input: the effect on vocabulary growth in monolingual Dutch children. In B. Richards, H. Daller, D. D. Malvern, P. Meara, J. Milton, & J. Treffers-Daller (Eds.), Vocabulary studies in first and second language acquisition: the interface between theory and application (pp. 1-22). Palgrave Macmillan.
  • Aarts, R., Demir, S., Henrichs, L. F., Kurvers, J., & Laghzaoui, M. (2006). Ontluikende schooltaalvaardigheid in interacties tussen moeders en driejarigen. Op zoek naar schooltaalkenmerken in Nederlandse, Berber en Turkse gezinnen. Toegepaste Taalwetenschap in Artikelen, 76(2), 21-38.
  • Henrichs, L. F. (2006). Schooltaalvaardigheid operationaliseren: de ontwikkeling van een coderingsschema binnen het 'DASH-project'. In T. Koole, J. Nortier, & B. Tahitu (Eds.), Socio-linguistische conferentie, Anéla (pp. 246-256). Eburon.
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