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Results: 6
Number of items: 6
  • Open Access
    Aravena, S., Tijms, J., Snellings, P., & van der Molen, M. W. (2018). Predicting Individual Differences in Reading and Spelling Skill With Artificial Script–Based Letter–Speech Sound Training. Journal of Learning Disabilities, 51(6), 552-564. https://doi.org/10.1177/0022219417715407
  • Open Access
    Aravena, S. (2017). Letter-speech sound learning in children with dyslexia: From behavioral research to clinical practice. [Thesis, fully internal, Universiteit van Amsterdam].
  • Open Access
    Aravena, S., Tijms, J., Snellings, P., & van der Molen, M. W. (2016). Predicting responsiveness to intervention in dyslexia using dynamic assessment. Learning and Individual Differences, 49, 209-215. https://doi.org/10.1016/j.lindif.2016.06.024
  • Aravena, S., Snellings, P., Tijms, J., & van der Molen, M. W. (2013). A lab-controlled simulation of a letter-speech sound binding deficit in dyslexia. Journal of Experimental Child Psychology, 115(4), 691-707. https://doi.org/10.1016/j.jecp.2013.03.009
  • Open Access
    Aravena, S., & Tijms, J. (2011). Wie is er bang voor de referentieniveaus? Dyslectici in het referentiekader. Remediaal, 11(4), 4-9.
  • Aravena, S., & Tijms, J. (2009). Reading fluency and Dyslexia: Innovative developments in the role of Associative learning and Repetitive exposure in skill acquisition. In J. E. Larson (Ed.), Educational psychology: Cognition and learning, individual differences and motivation (pp. 113-141). Nova Science Publishers.
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