Robin van Rijthoven

132 Chapter 5 References Beitchman, J.H., & Young, A.R. (1997). Learning disorders with a special emphasis on reading disorders: A review of the past 10 years. Journal of the American Academy of Child and Adolescent Psychiatry, 36, 1020-1032. Blomert, L. (2006). Protocol dyslexie diagnostiek en behandeling. College voor Zorgverzekeringen. Bookheimer, S. (2002). Functional MRI of language: new approaches to understanding the cortical organization of semantic processing. Annual Review of Neuroscience, 25(1), 151-188. doi:10.1146/ annurev.neuro.25.112701.142946. Brunswick, N., McCrory, E., Price, C. J., Frith, C. D., & Frith, U. (1999). Explicit and implicit processing of words and pseudowords by adult developmental dyslexics: A search for Wernicke’s Wortschatz? Brain, 122(10), 1901-1917. doi:10.1093/brain/122.10.1901. Brus, B. T., & Voeten, M. J. M. (2010). Eén-minuut-test: vorm A en B. Berkhout. Buckner, R. L., Wheeler, M. E., & Sheridan, M. A. (2001). Encoding processes during retrieval tasks. Journal of Cognitive Neuroscience, 13(3), 406-415. doi:10.1162/08989290151137430. Conrad, N. J. (2008). From reading to spelling and spelling to reading: Transfer goes both ways. Journal of Educational Psychology, 100(4), 869–878. doi:10.1037/a0012544 Ehri, L. C. (2005). Learning to read words: theory, findings, and issues. Scientific Studies of Reading, 9, 167-188. doi:10.1207/s1532799xssr0902_4. Elbro, C., &Jensen,M.N. (2005).Qualityofphonological representations, verbal learning, andphoneme awareness in dyslexic and normal readers. Scandinavian Journal of Psychology, 46(4), 375-384. doi:10.111/j.1467-9450.2005.00468.x Galuschka, K., Görgen, R, Kalmar, J.m Haberstroh, S., Schmalz, X., & Schulte-Körne, G. (2020). Effectiveness of spelling interventions for learnerswithdyslexia: Ameta-analysis and systematic review. Educational Psychologist, 55(1), 1-20. doi:10.1080/00461520.2019.1659794. Galuschka, K., Ise, E., Krick, K., & Schulte-Körne, G. (2014). Effectiveness of treatment approaches for children and adolescents with reading disabilities: a meta-analysis of randomized controlled trials. PloS One, 9(2), e89900. doi:10.1371/journal.pone.0089900. Gathercole S. E, (1995). Is nonword repetition a test of phonological memory or long-term knowledge? It all depends on the nonwords. Memory & Cognition, 23(1): 83-94. doi:10.3758/ BF03210559 Geelhoed, J. W., & Reitsma, P. (1999). PI-dictee. Harcourt Test Publishers. Göbel, S. M., & Snowling, M. J. (2010). Number-processing skills in adults with dyslexia. Quarterly Journal of Experimental Psychology, 63(7), 1361-1373. doi:10.1080/17470210903359206. Gollwitzer, M., Christ, O., & Lemmer, G. (2014). Individual differences make a difference: On the use and the psychometric properties of difference scores in social psychology. European Journal of Social Psychology, 44(7), 673-682. doi:10.1002/ejsp.2042. Goswami, U. (2000). Phonological representations, reading development and dyslexia: Towards a cross‐linguistic theoretical framework. Dyslexia, 6(2), 133-151. doi:10.1002(SICI)10990909(200004/06)6:2<133::AID-DYS160>3.0.CO;2-A Harris, R. J. (1985). A primer of multivariate statistics (2nd ed.). Academic Press. Helmstaedter, C., Grunwald, T., Lehnertz, K., Gleissner, U., & Elger, C. E. (1997). Differential involvement of left temporolateral and temporomesial structures in verbal declarative learning and memory: evidence from temporal lobe epilepsy. Brain and Cognition, 35(1), 110-131. doi:10.1006/ brcg.1997.0930. Hoeft, F., McCandliss, B. D., Black, J. M., Gantman, A., Zakerani, N., Hulme, C., ... & Gabrieli, J. D. (2011). Neural systems predicting long-term outcome in dyslexia. Proceedings of the National Academy of Sciences, 108(1), 361-366. doi:10.1073/pnas.1008950108. Hoeft, F., Meyler, A., Hernandez, A., Juel, C., Taylor-Hill, H., Martindale, J. L., ... & Gabrieli, J. D. (2007). Functional and morphometric brain dissociation between dyslexia and reading

RkJQdWJsaXNoZXIy MTk4NDMw