Search results
Results: 141
Number of items: 141
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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 -
van den Boer, M., & de Jong, P. F. (2022). Effectieve begeleiding op ondersteuningsniveau 3 met Rekensprint. PsyArXiv. https://doi.org/10.31234/osf.io/htpm4
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de Jong, P. F., & van der Leij, A. (2021). Inzichten uit onderzoek naar kinderen met een familiair risico op dyslexie. Stem-, Spraak-, en Taalpathologie, 26, Article 36941. https://doi.org/10.21827/32.8310/2021-1
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Psyridou, M., Tolvanen, A., de Jong, P. F., Lerkkanen, M.-K., Poikkeus, A.-M., & Torppa, M. (2021). Developmental profiles of reading fluency and reading comprehension from grades 1 to 9 and their early identification. Developmental Psychology, 57(11), 1840-1854. https://doi.org/10.1037/dev0000976
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Krepel, A., de Bree, E. H., Mulder, E., van de Ven, M., Segers, E., Verhoeven, L., & de Jong, P. F. (2021). Predicting EFL vocabulary, reading, and spelling in English as a foreign language using paired-associate learning. Learning and Individual Differences, 89, Article 102021. https://doi.org/10.1016/j.lindif.2021.102021
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Krepel, A., de Bree, E. H., Mulder, E., van de Ven, M., Segers, E., Verhoeven, L., & de Jong, P. F. (2021). The unique contribution of vocabulary in the reading development of English as a foreign language. Journal of Research in Reading, 44(3), 453-474. https://doi.org/10.1111/1467-9817.12350
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Krepel, A., de Bree, E. H., & de Jong, P. F. (2021). Does the availability of orthography support L2 word learning? Reading and Writing, 34(2), 467-496. https://doi.org/10.1007/s11145-020-10078-6
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Zijlstra, H., van Bergen, E., Regtvoort, A., de Jong, P. F., & van der Leij, A. (2021). Prevention of Reading Difficulties in Children With and Without Familial Risk: Short- and Long-Term Effects of an Early Intervention. Journal of Educational Psychology, 113(2), 248–267. https://doi.org/10.1037/edu0000489
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de Jong, P. F., & van den Boer, M. (2021). The relation of visual attention span with serial and discrete rapid automatized naming and reading. Journal of Experimental Child Psychology, 207, Article 105093. https://doi.org/10.1016/j.jecp.2021.105093
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Mulder, E., van de Ven, M., Segers, E., Krepel, A., de Bree, E. H., van der Maas, H., de Jong, P. F., & Verhoeven, L. (2021). Serious game-based word-to-text integration intervention effects in English as a second language. Contemporary Educational Psychology, 65, Article 101972. https://doi.org/10.1016/j.cedpsych.2021.101972
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