Zobrazeno 1 - 10
of 34
pro vyhledávání: '"Wim Tops"'
Autor:
Toivo Glatz, Wim Tops, Elisabeth Borleffs, Ulla Richardson, Natasha Maurits, Annemie Desoete, Ben Maassen
Publikováno v:
PeerJ, Vol 11, p e15499 (2023)
In this article, we report on a study evaluating the effectiveness of a digital game-based learning (DGBL) tool for beginning readers of Dutch, employing active (math game) and passive (no game) control conditions. This classroom-level randomized con
Externí odkaz:
https://doaj.org/article/7852e3ea9c5a4f628636a69253ed6633
Publikováno v:
Stem-, Spraak- en Taalpathologie, Vol 26 (2021)
Tussen 2009 en 2015 ging aan de Universiteit Gent een grootschalig, longitudinaal onderzoek van start naar studeren met dyslexie in het hoger. Het doel was een breed beeld te krijgen van studenten met dyslexie die starten in het hoger onderwijs in Vl
Externí odkaz:
https://doaj.org/article/bf8a89e7dd5948bd8c2861b6bf5013f1
Publikováno v:
Stem-, Spraak- en Taalpathologie, Vol 24 (2019)
Omwille van een toenemend aantal studenten met (een vermoeden van) dyslexie in het hoger onderwijs, is er sprake van een groeiende vraag naar genormeerde instrumenten voor het vaststellen van de lees- en spellingvaardigheid bij deze doelgroep (Tops,
Externí odkaz:
https://doaj.org/article/b3fe1eb4e88c4f3b840dc06c2190d468
Autor:
Ellie R.H. van Setten, Wim Tops, Britt E. Hakvoort, Aryan van der Leij, Natasha M. Maurits, Ben A.M. Maassen
Publikováno v:
PeerJ, Vol 5, p e3895 (2017)
Background The present study investigated differences in reading and spelling outcomes in Dutch and English as a second language (ESL) in adolescents with a high familial risk of dyslexia, of whom some have developed dyslexia (HRDys) while others hav
Externí odkaz:
https://doaj.org/article/3b38593a7ad245d2b89f80dd1be254ac
Publikováno v:
PLoS ONE, Vol 9, Iss 9, p e106550 (2014)
We examined whether academic and professional bachelor students with dyslexia are able to compensate for their spelling deficits with metacognitive experience. Previous research suggested that students with dyslexia may suffer from a dual burden. Not
Externí odkaz:
https://doaj.org/article/688e53333142497fa4a79506a626fed8
Publikováno v:
PLoS ONE, Vol 8, Iss 5 (2013)
Externí odkaz:
https://doaj.org/article/b941cc751c6f408b862e1090b0cde9c3
Publikováno v:
PLoS ONE, Vol 8, Iss 5, p e64484 (2013)
BACKGROUND: Few studies are available about the personality profile of higher education students with dyslexia and to which extent this could be any different from their non-dyslexic peers. AIMS AND SAMPLES: To obtain empirical evidence, we compared
Externí odkaz:
https://doaj.org/article/03f11219dbbe4582b8eb24199627901b
Publikováno v:
PLoS ONE, Vol 7, Iss 6, p e38081 (2012)
For languages other than English there is a lack of empirical evidence about the cognitive profile of students entering higher education with a diagnosis of dyslexia. To obtain such evidence, we compared a group of 100 Dutch-speaking students diagnos
Externí odkaz:
https://doaj.org/article/21a117fafd8c4469961a76b140ce8bc9
Publikováno v:
Applied Neuropsychology: Child. :1-11
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::447a759bb705437e8bc6a0ef0d52ee02
https://doi.org/10.1080/21622965.2023.2211703
https://doi.org/10.1080/21622965.2023.2211703
Publikováno v:
European Journal of Special Needs Education. 38:317-333
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::bc0b39d839381404c81f130e90b65f50
https://doi.org/10.1080/08856257.2022.2089507
https://doi.org/10.1080/08856257.2022.2089507