Search results
Results: 10
Number of items: 10
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Wolf, M. C., Muijselaar, M. M. L., Boonstra, A. M., & de Bree, E. H. (2019). The relationship between reading and listening comprehension: shared and modality-specific components. Reading & Writing, 32(7), 1747-1767. https://doi.org/10.1007/s11145-018-9924-8 -
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
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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
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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
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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
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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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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
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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
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Muijselaar, M. M. L., & de Jong, P. F. (2015). The effects of updating ability and knowledge of reading strategies on reading comprehesion. Learning and Individual Differences, 43, 111-117. https://doi.org/10.1016/j.lindif.2015.08.011
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