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Results: 144
Number of items: 144
  • Open Access
    van Viersen, S., de Bree, E. H., Zee, M., Maassen, B., van der Leij, A., & de Jong, P. F. (2018). Pathways into literacy: The role of early oral language abilities and family risk for dyslexia. Psychological Science, 29(3), 418-428. https://doi.org/10.1177/0956797617736886
  • Open Access
    Zee, M., Koomen, H. M. Y., & de Jong, P. F. (2018). How different levels of conceptualization and measurement affect the relationship between teacher self-efficacy and students’ academic achievement. Contemporary Educational Psychology, 55, 189-200. https://doi.org/10.1016/j.cedpsych.2018.09.006
  • 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].
  • 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
    van den Boer, M., & de Jong, P. F. (2018). Stability of visual attention span performance and its relation with reading over time. Scientific Studies of Reading, 22(5), 434-441. https://doi.org/10.1080/10888438.2018.1472266
  • 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
  • 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
    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
    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
    de Jong, P. F., & van Bergen, E. (2017). Issues in diagnosing dyslexia. In E. Segers, & P. van den Broek (Eds.), Developmental perspectives in written language and literacy: In honor of Ludo Verhoeven (pp. 349-361). John Benjamins Publishing Company.
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