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Early and late diagnosed dyslexia in secondary school: Performance on literacy skills and cognitive correlates

Dyslexia (Chichester, England), 2020-11, Vol.26 (4), p.359-376

2020

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A stitch in time…: Comparing late‐identified, late‐emerging and early‐identified dyslexia

Dyslexia (Chichester, England), 2022-08, Vol.28 (3), p.276-292

2022

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A-B-3-Associations and dissociations of reading and arithmetic: Is domain-specific prediction outdated?

PloS one, 2023-05, Vol.18 (5), p.e0285437-e0285437

2023

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The relation between home numeracy practices and a variety of math skills in elementary school children

PloS one, 2021-09, Vol.16 (9), p.e0255400-e0255400

2021

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Order among chaos: Cross-linguistic differences and developmental trajectories in pseudoword reading aloud using pronunciation Entropy

PloS one, 2021-05, Vol.16 (5), p.e0251629-e0251629

2021

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Predicting individual differences in reading, spelling and maths in a sample of typically developing children: A study in the perspective of comorbidity

PloS one, 2020-04, Vol.15 (4), p.e0231937-e0231937

2020

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The ability to learn new written words is modulated by language orthographic consistency

PloS one, 2020-02, Vol.15 (2), p.e0228129-e0228129

2020

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To Show or Tell: Improving the Spelling of Rule-Based Words with Explicit or Implicit Practice

Scientific studies of reading, 2024-05, Vol.28 (3), p.303-320

2024

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Wrong place, wrong time: Children’s sensitivity to present tense spelling conventions

Applied psycholinguistics, 2021-09, Vol.42 (5), p.1221-1242

2021

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Knowing what we don’t know: cognitive correlates of early spelling of different target types

Reading & writing, 2019-10, Vol.32 (8), p.2125-2148

2019

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Beyond words: An analysis of skills underlying reading and vocabulary acquisition in three foreign languages

Bilingualism (Cambridge, England), 2022-03, Vol.25 (2), p.321-336

2022

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Simulation of dyslexia. How literacy and cognitive skills can help distinguish college students with dyslexia from malingerers

PloS one, 2018-05, Vol.13 (5), p.e0196903-e0196903

2018

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Lexical decision in children: Sublexical processing or lexical search?

Quarterly journal of experimental psychology (2006), 2012-06, Vol.65 (6), p.1214-1228

2012

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Developmental Changes in the Relations Between RAN, Phonological Awareness, and Reading in Spanish Children

Scientific studies of reading, 2015-07, Vol.19 (4), p.273-288

2015

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The Same yet Different: Oral and Silent Reading in Children and Adolescents with Dyslexia

Journal of psycholinguistic research, 2022-08, Vol.51 (4), p.803-817

2022

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The relation of visual attention span with serial and discrete rapid automatized naming and reading

Journal of experimental child psychology, 2021-07, Vol.207, p.105093-105093, Article 105093

2021

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Overruled!: Implicit cues rather than an orthographic rule determine Dutch children's vowel spelling

Learning and instruction, 2018-08, Vol.56, p.30-41

2018

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Underlying skills of oral and silent reading

Journal of experimental child psychology, 2014-12, Vol.128, p.138-151

2014

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Improvements in reading accuracy as a result of increased interletter spacing are not specific to children with dyslexia

Journal of experimental child psychology, 2017-12, Vol.164, p.101-116

2017

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Perceived negative consequences of dyslexia: the influence of person and environmental factors

Annals of dyslexia, 2023-07, Vol.73 (2), p.214-234

2023

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Presentation matters: Surface text features and text quality in written narratives of Dutch high school students with and without dyslexia

Dyslexia (Chichester, England), 2024-11, Vol.30 (4), p.e1786

2024

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The specific relation of visual attention span with reading and spelling in Dutch

Learning and individual differences, 2015-04, Vol.39, p.141-149

2015

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Stability of Visual Attention Span Performance and Its Relation with Reading over Time

Scientific studies of reading, 2018-09, Vol.22 (5), p.434-441

2018

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Word reading in monolingual and bilingual children with developmental language disorder

Learning and individual differences, 2022-08, Vol.98, p.102185, Article 102185

2022

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Parallel and Serial Reading Processes in Children's Word and Nonword Reading

Journal of educational psychology, 2015-02, Vol.107 (1), p.141-151

2015

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Early and late diagnosed dyslexia in secondary school: Performance on literacy skills and cognitive correlates

A stitch in time…: Comparing late‐identified, late‐emerging and early‐identified dyslexia

A-B-3-Associations and dissociations of reading and arithmetic: Is domain-specific prediction outdated?

The relation between home numeracy practices and a variety of math skills in elementary school children

Order among chaos: Cross-linguistic differences and developmental trajectories in pseudoword reading aloud using pronunciation Entropy

Predicting individual differences in reading, spelling and maths in a sample of typically developing children: A study in the perspective of comorbidity

The ability to learn new written words is modulated by language orthographic consistency

To Show or Tell: Improving the Spelling of Rule-Based Words with Explicit or Implicit Practice

Wrong place, wrong time: Children’s sensitivity to present tense spelling conventions

Knowing what we don’t know: cognitive correlates of early spelling of different target types

Beyond words: An analysis of skills underlying reading and vocabulary acquisition in three foreign languages

Simulation of dyslexia. How literacy and cognitive skills can help distinguish college students with dyslexia from malingerers

Lexical decision in children: Sublexical processing or lexical search?

Developmental Changes in the Relations Between RAN, Phonological Awareness, and Reading in Spanish Children

The Same yet Different: Oral and Silent Reading in Children and Adolescents with Dyslexia

The relation of visual attention span with serial and discrete rapid automatized naming and reading

Overruled!: Implicit cues rather than an orthographic rule determine Dutch children's vowel spelling

Underlying skills of oral and silent reading

Improvements in reading accuracy as a result of increased interletter spacing are not specific to children with dyslexia

Perceived negative consequences of dyslexia: the influence of person and environmental factors

Presentation matters: Surface text features and text quality in written narratives of Dutch high school students with and without dyslexia

The specific relation of visual attention span with reading and spelling in Dutch

Stability of Visual Attention Span Performance and Its Relation with Reading over Time

Word reading in monolingual and bilingual children with developmental language disorder

Parallel and Serial Reading Processes in Children's Word and Nonword Reading

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