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Results: 82
Number of items: 82
  • Open Access
    de Bree, E., Verhagen, J., Kerkhoff, A. O., Doedens, W., & Unsworth, S. (2017). Language learning from inconsistent input: Bilingual and monolingual toddlers compared. Infant and Child Development, 26(4), Article e1966. https://doi.org/10.1002/icd.1996
  • Open Access
    Zee, M., & de Bree, E. (2017). Students’ self-regulation and achievement in basic reading and math skills: The role of student–teacher relationships in middle childhood. The European Journal of Developmental Psychology, 14(3), 265-280. https://doi.org/10.1080/17405629.2016.1196587
  • Open Access
    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
  • Open Access
    van Viersen, S. (2017). The only way is up: Risk factors, protective factors, and compensation in dyslexia. [Thesis, fully internal, Universiteit van Amsterdam].
  • Open Access
    Rispens, J., & de Bree, E. (2017). Past tense production in children with SLI and bilingual children: The influence of vocabulary and non-word repetition. In E. Blom, L. Cornips, & J. Schaeffer (Eds.), Cross-linguistic influence in bilingualism: In honor of Aafke Hulk (pp. 259-278). (Studies in Bilingualism; Vol. 52). John Benjamins Publishing Company. https://doi.org/10.1075/sibil.52.12ris
  • de Bree, E., & Zijlstra, H. (2016). Hoe pak je lees- en spellingproblemen aan bij kinderen met TOS? Tijdschrift voor Remedial Teaching, 24(4), 12-15.
  • de Bree, E., & Wijnen, F. (2016). Word stress competence and literacy in Dutch children with a family risk of dyslexia and children with dyslexia. In J. Thomson, & L. Jarmulowicz (Eds.), Linguistic Rhythm and Literacy (pp. 135-162). (Trends in language acquisition research; Vol. 17). John Benjamins Publishing Company. https://doi.org/10.1075/tilar.17.07bre
  • Open Access
    Hakvoort, B., de Bree, E., van der Leij, A., Maassen, B., van Setten, E., Maurits, N., & van Zuijen, T. L. (2016). The role of categorical speech perception and phonological processing in familial risk children with and without dyslexia. Journal of Speech, Language, and Hearing Research, 59(6), 1448-1460. https://doi.org/10.1044/2016_JSLHR-L-15-0306
  • Open Access
    Donker, M., Kroesbergen, E., Slot, E., Van Viersen, S., & De Bree, E. (2016). Alphanumeric and non-alphanumeric Rapid Automatized Naming in children with reading and/or spelling difficulties and mathematical difficulties. Learning and Individual Differences, 47, 80-87. https://doi.org/10.1016/j.lindif.2015.12.011
  • Open Access
    van Viersen, S., Kroesbergen, E. H., Slot, E. M., & de Bree, E. H. (2016). High reading skills mask dyslexia in gifted children. Journal of Learning Disabilities, 49(2), 189-199. https://doi.org/10.1177/0022219414538517
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