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Results: 141
Number of items: 141
  • Open Access
    van den Boer, M., de Bree, E. H., & de Jong, P. F. (2018). Simulation of dyslexia. How literacy and cognitive skills can help distinguish college students with dyslexia from malingerers. PLoS ONE, 13(5), Article e0196903. https://doi.org/10.1371/journal.pone.0196903
  • Open Access
    Zeguers, M. H. T., van den Boer, M., Snellings, P., & de Jong, P. F. (2018). Universal and language-specific predictors of early word reading in a foreign language: An analysis of the skills that underlie reading acquisition in three different orthographies. Developmental Psychology, 54(12), 2274-2290. https://doi.org/10.1037/dev0000606
  • Open Access
    de Jong, E. M. (2018). Equal opportunities? The effects of negative stereotypes and teacher-child relationship quality on the school adjustment of ethnic minority students in the Netherlands. [Thesis, fully internal, Universiteit van Amsterdam].
  • de Jong, P. F. (2017). Mis(ver)standen rondom dyslexie. Kind en Adolescent, 38(3), 187-189. https://doi.org/10.1007/s12453-017-0153-8
  • Open Access
    Tamboer, P., Vorst, H. C. M., & de Jong, P. F. (2017). Six factors of adult dyslexia assesed by cognitive tests and self-report questions: Very high predictive validity. Research in Developmental Disabilities, 71, 143-168. https://doi.org/10.1016/j.ridd.2017.09.010
  • Open Access
    Elbro, C., & de Jong, P. F. (2017). Orthographic learning is verbal learning: The role of spelling pronunciations. In K. Cain, D. L. Compton, & R. K. Parrila (Eds.), Theories of Reading Development (pp. 169-190). (Studies in Written Language and Literacy; Vol. 15). John Benjamins Publishing Company. https://doi.org/10.1075/swll.15.10elb
  • Open Access
    Schlatter, E., Bredeweg, B., van Drie, J., & de Jong, P. (2017). Can learning by qualitative modelling be deployed as an effective method for learning Subject-Specific Content? In É. Lavoué, H. Drachsler, K. Verbert, J. Broisin, & M. Pérez-Sanagustín (Eds.), Data Driven Approaches in Digital Education: 12th European Conference on Technology Enhanced Learning, EC-TEL 2017, Tallinn, Estonia, September 12–15, 2017 : proceedings (pp. 479-485). (Lecture Notes in Computer Science; Vol. 10474). Springer. https://doi.org/10.1007/978-3-319-66610-5_46
  • Open Access
    van Viersen, S., de Bree, E. H., Kalee, L., Kroesbergen, E. H., & de Jong, P. F. (2017). Foreign language reading and spelling in gifted students with dyslexia in secondary education. Reading & Writing, 30(6), 1173-1192. https://doi.org/10.1007/s11145-016-9717-x
  • Open Access
    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
  • Open Access
    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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