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Results: 142
Number of items: 142
  • Open Access
    Mulder, E., van de Ven, M., Segers, E., Krepel, A., de Bree, E. H., de Jong, P. F., & Verhoeven, L. (2024). Impact of word-to-text integration processes on reading comprehension development in English as a second language. Journal of Research in Reading, 47(1), 83-102. https://doi.org/10.1111/1467-9817.12441
  • 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
  • Open Access
    de Jong, P. F. (2023). Terug naar de basis.
  • Open Access
    de Jong, P. F. (2023). The validity of WISC-V profiles of strengths and weaknesses. Journal of Psychoeducational Assessment, 41(4), 363-379. https://doi.org/10.1177/07342829221150868
  • Open Access
    Bazen, L., de Bree, E. H., van den Boer, M., & de Jong, P. F. (2023). Perceived negative consequences of dyslexia: the influence of person and environmental factors. Annals of Dyslexia, 73(2), 214-234. https://doi.org/10.1007/s11881-022-00274-0
  • Open Access
    de Ruig, N. J., de Jong, P. F., & Zee, M. (2023). Stimulating elementary school students’ self-regulated learning through high-quality interactions and relationships: A narrative review. Educational Psychology Review, 35, Article 71. https://doi.org/10.1007/s10648-023-09795-5
  • Open Access
    van Iterson, L., & de Jong, P. F. (2023). Dyslexia antedating and postdating epilepsy onset. Journal of Pediatric Neuropsychology, 9(4), 141-156. https://doi.org/10.1007/s40817-023-00146-4
  • Open Access
    de Bree, E. H., van den Boer, M., Toering, B., & de Jong, P. F. (2022). A stitch in time...: Comparing late-identified, late-emerging and early-identified dyslexia. Dyslexia, 28(3), 276-292. https://doi.org/10.1002/dys.1712
  • Open Access
    van Viersen, S., Protopapas, A., & de Jong, P. F. (2022). Word- and text-level processes contributing to fluent reading of word lists and sentences. Frontiers in Psychology, 12, Article 789313. https://doi.org/10.3389/fpsyg.2021.789313
  • Open Access
    de Jong, P. F., Schreurs, B. G. M., & Zee, M. (2022). Parent–child conflict during homeschooling in times of the COVID-19 pandemic: A key role for mothers’ self-efficacy in teaching. Contemporary Educational Psychology, 70, Article 102083. https://doi.org/10.1016/j.cedpsych.2022.102083
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