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Robin van Rijthoven, Tijs Kleemans, Eliane Segers & Ludo Verhoeven. (2021) Response to Phonics Through Spelling Intervention in Children With Dyslexia. Reading & Writing Quarterly 37:1, pages 17-31.
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Katharina Galuschka, Ruth Görgen, Julia Kalmar, Stefan Haberstroh, Xenia Schmalz & Gerd Schulte-Körne. (2020) Effectiveness of spelling interventions for learners with dyslexia: A meta-analysis and systematic review. Educational Psychologist 55:1, pages 1-20.
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Articles from other publishers (19)
Maurits W. van der Molen, Patrick Snellings, Sebastián Aravena, Gorka Fraga González, Maaike H. T. Zeguers, Cara Verwimp & Jurgen Tijms. (2024) Dyslexia, the Amsterdam Way. Behavioral Sciences 14:1, pages 72.
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Cara Verwimp, Anniek Vaessen, Patrick Snellings, Reinout W. Wiers & Jurgen Tijms. (2024) The COVID generation: Online dyslexia treatment equally effective as face-to-face treatment in a Dutch sample. Annals of Dyslexia.
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Cara Verwimp, Jurgen Tijms, Patrick Snellings, Jonas M. B. Haslbeck & Reinout W. Wiers. (2021) A network approach to dyslexia: Mapping the reading network. Development and Psychopathology 35:3, pages 1011-1025.
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Mikel Ostiz-Blanco, Javier Bernacer, Irati Garcia-Arbizu, Patricia Diaz-Sanchez, Luz Rello, Marie Lallier & Gonzalo Arrondo. (2021) Improving Reading Through Videogames and Digital Apps: A Systematic Review. Frontiers in Psychology 12.
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Hannah Mehringer, Gorka Fraga-González, Georgette Pleisch, Martina Röthlisberger, Franziska Aepli, Vera Keller, Iliana I. Karipidis & Silvia Brem. (2020) (Swiss) GraphoLearn: an app-based tool to support beginning readers. Research and Practice in Technology Enhanced Learning 15:1.
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Loes Bazen, Madelon van den Boer, Peter F. de Jong & Elise H. de Bree. (2020) Early and late diagnosed dyslexia in secondary school: Performance on literacy skills and cognitive correlates. Dyslexia 26:4, pages 359-376.
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Ludo Verhoeven. 2019. Developmental Dyslexia across Languages and Writing Systems. Developmental Dyslexia across Languages and Writing Systems
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Elisabeth A.T. Tilanus, Eliane Segers & Ludo Verhoeven. (2019) Predicting responsiveness to a sustained reading and spelling intervention in children with dyslexia. Dyslexia 25:2, pages 190-206.
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Sebastián Aravena, Jurgen Tijms, Patrick Snellings & Maurits W. van der Molen. (2017) Predicting Individual Differences in Reading and Spelling Skill With Artificial Script–Based Letter–Speech Sound Training. Journal of Learning Disabilities 51:6, pages 552-564.
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Sanne M. Kuster, Marjolijn van Weerdenburg, Marjolein Gompel & Anna M. T. Bosman. (2017) Dyslexie font does not benefit reading in children with or without dyslexia. Annals of Dyslexia 68:1, pages 25-42.
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Aryan van der Leij. 2017. Developmental Perspectives in Written Language and Literacy. Developmental Perspectives in Written Language and Literacy.
Britt Hakvoort, Madelon van den Boer, Tineke Leenaars, Petra Bos & Jurgen Tijms. (2017) Improvements in reading accuracy as a result of increased interletter spacing are not specific to children with dyslexia. Journal of Experimental Child Psychology 164, pages 101-116.
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Sanne W. van der Kleij, Eliane Segers, Margriet A. Groen & Ludo Verhoeven. (2017) Response to Intervention as a Predictor of Long‐Term Reading Outcomes in Children with Dyslexia. Dyslexia 23:3, pages 268-282.
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Gorka Fraga González, Gojko Žarić, Jurgen Tijms, Milene Bonte & Maurits van der Molen. (2017) Contributions of Letter-Speech Sound Learning and Visual Print Tuning to Reading Improvement: Evidence from Brain Potential and Dyslexia Training Studies. Brain Sciences 7:12, pages 10.
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Sebastián Aravena, Jurgen Tijms, Patrick Snellings & Maurits W. van der Molen. (2016) Predicting responsiveness to intervention in dyslexia using dynamic assessment. Learning and Individual Differences 49, pages 209-215.
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G. Fraga González, G. Žarić, J. Tijms, M. Bonte, L. Blomert, P. Leppänen & M.W. van der Molen. (2016) Responsivity to dyslexia training indexed by the N170 amplitude of the brain potential elicited by word reading. Brain and Cognition 106, pages 42-54.
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James B. Hale, S.H. Annabel Chen, Seng Chee Tan, Kenneth Poon, Kim R. Fitzer & Lara A. Boyd. (2016) Reconciling individual differences with collective needs: The juxtaposition of sociopolitical and neuroscience perspectives on remediation and compensation of student skill deficits. Trends in Neuroscience and Education 5:2, pages 41-51.
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Gorka Fraga González, Gojko Žarić, Jurgen Tijms, Milene Bonte, Leo Blomert & Maurits W. van der Molen. (2015) A Randomized Controlled Trial on The Beneficial Effects of Training Letter-Speech Sound Integration on Reading Fluency in Children with Dyslexia. PLOS ONE 10:12, pages e0143914.
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Sebastián Aravena, Patrick Snellings, Jurgen Tijms & Maurits W. van der Molen. (2013) A lab-controlled simulation of a letter–speech sound binding deficit in dyslexia. Journal of Experimental Child Psychology 115:4, pages 691-707.
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