Zobrazeno 1 - 10
of 106
pro vyhledávání: '"Peter F, de Jong"'
Publikováno v:
Frontiers in Education, Vol 9 (2024)
IntroductionStudies pinpoint the importance of exploring factors in the classroom environment that might foster students’ SRL-skills in various domains. This study explored specific teacher and classroom factors, including self-efficacy for SRL-ski
Externí odkaz:
https://doaj.org/article/ea9f22e0aea34ea9bec426a19c855b7b
Publikováno v:
Frontiers in Psychology, Vol 12 (2022)
In this study, we investigated how word- and text-level processes contribute to different types of reading fluency measures. We aimed to increase our understanding of the underlying processes necessary for fluent reading. The sample included 73 Dutch
Externí odkaz:
https://doaj.org/article/964dde9b991a4bbbbbd2f5625ebded76
Autor:
Peter F. de Jong, Aryan van der Leij
Publikováno v:
Stem-, Spraak- en Taalpathologie, Vol 26 (2021)
Al langer is bekend dat dyslexie in families voorkomt. Kinderen met een ouder met dyslexie hebben een grotere kans om ook lees- en spellingproblemen te ontwikkelen. In familiaire risico (FR) studies naar dyslexie worden kinderen met familiair risico
Externí odkaz:
https://doaj.org/article/b89d57f3461848468d99446c03638bae
Publikováno v:
Frontiers in Psychology, Vol 12 (2021)
Math and reading are related, and math problems are often accompanied by problems in reading. In the present study, we used a dimensional approach and we aimed to assess the relationship of reading and math with the cognitive skills assumed to underl
Externí odkaz:
https://doaj.org/article/3e0cc82e586147f9b60f2a85714bc914
Autor:
Tomohiro Inoue, George Manolitsis, Peter F. de Jong, Karin Landerl, Rauno Parrila, George K. Georgiou
Publikováno v:
Frontiers in Psychology, Vol 11 (2020)
We examined the relation between home literacy environment (HLE) and early literacy development in a sample of children learning four alphabetic orthographies varying in orthographic consistency (English, Dutch, German, and Greek). Seven hundred and
Externí odkaz:
https://doaj.org/article/96101217998940f28df701ee41ac3024
Perceived negative consequences of dyslexia entail the degree to which an individual perceives negative outcomes, such as low academic achievement or feelings of anxiety and depression, and attributes these experiences to the disorder. In the current
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::4ca15df8680decda9abdb25af8543141
https://dspace.library.uu.nl/handle/1874/429386
https://dspace.library.uu.nl/handle/1874/429386
Autor:
George K. Georgiou, Laoura Ziaka, Athanassios Protopapas, Rauno Parrila, Peter F. de Jong, Sietske van Viersen
Publikováno v:
Quarterly Journal of Experimental Psychology, 75(6), 1135. Psychology Press Ltd
Quarterly Journal of Experimental Psychology, 75(6), 1135-1154. Routledge
Quarterly Journal of Experimental Psychology, 75(6), 1135-1154. Routledge
Orthographic learning is the topic of many recent studies about reading, but much is still unknown about conditions that affect orthographic learning and their influence on reading fluency development over time. This study investigated lexicality eff
Publikováno v:
PLoS ONE, Vol 13, Iss 5, p e0196903 (2018)
Academic accommodations associated with a diagnosis of dyslexia might be incentives for college students without reading or spelling difficulties to feign dyslexia and obtain the diagnosis unfairly. In the current study we examined malingering practi
Externí odkaz:
https://doaj.org/article/2567a2ec2c5f40fbad79f392553981ff
Publikováno v:
Journal of Writing Research, Vol 7, Iss 2, Pp 249-274 (2015)
It has been established that in the Netherlands, as in other countries, a majority of students do not attain the desired level of writing skills at the end of elementary school. Time devoted to writing is limited, and only a minority of schools succe
Externí odkaz:
https://doaj.org/article/3267df3611214ceabfcbe205eb609a53
Autor:
Eliane Segers, Evelien Mulder, Marco van de Ven, Peter F. de Jong, Alexander Krepel, Ludo Verhoeven, Elise de Bree
Publikováno v:
Reading and Writing, 34, 4, pp. 1049-1087
Reading and Writing, 34, 1049-1087
Reading and Writing, 34(4), 1049-1087. Springer Netherlands
Reading and Writing, 34, 1049-1087
Reading and Writing, 34(4), 1049-1087. Springer Netherlands
Contains fulltext : 226045.pdf (Publisher’s version ) (Open Access) We assessed the relationship between word-to-text-integration (WTI) and reading comprehension in 7th grade students (n = 441) learning English as a second language (L2). The studen