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Results: 141
Number of items: 141
  • 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
    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
    Swart, N. M., Muijselaar, M. M. L., Steenbeek-Planting, E. G., Droop, M., de Jong, P. F., & Verhoeven, L. (2017). Cognitive precursors of the developmental relation between lexical quality and reading comprehension in the intermediate elementary grades. Learning and Individual Differences, 59, 43-54. https://doi.org/10.1016/j.lindif.2017.08.009
  • Open Access
    van Viersen, S., de Bree, E. H., Verdam, M., Krikhaar, E., Maassen, B., van der Leij, A., & de Jong, P. F. (2017). Delayed early vocabulary development in children at family risk of dyslexia. Journal of Speech, Language, and Hearing Research, 60, 937-949. https://doi.org/10.1044/2016_JSLHR-L-16-0031
  • Open Access
    van Bergen, E., van Zuijen, T., Bishop, D., & de Jong, P. F. (2017). Why are home-literacy environment and children’s reading skills associated? What parental skills reveal. Reading Research Quarterly, 52(2), 147-160. https://doi.org/10.1002/rrq.160
  • 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.
  • Open Access
    Zee, M., de Jong, P. F., & Koomen, H. M. Y. (2017). From externalizing student behavior to student-specific teacher self-efficacy: The role of teacher-perceived conflict and closeness in the student–teacher relationship. Contemporary Educational Psychology, 51, 37-50. https://doi.org/10.1016/j.cedpsych.2017.06.009
  • 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
    Zee, M., de Jong, P. F., & Koomen, H. M. Y. (2016). Teachers’ self-efficacy in relation to individual students with a variety of social–emotional behaviors: A multilevel investigation. Journal of Educational Psychology, 108(7), 1013-1027. https://doi.org/10.1037/edu0000106
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