Robin van Rijthoven

133 Compensatory role of verbal learning and consolidation in reading and spelling 5 ability. Proceedings of the National Academy of Sciences, 104(10), 4234-4239. doi:10.1073/ pnas.0609399104. Holm, S. (1979). A simple sequentially rejective multiple test procedure. Scandinavian Journal of Statistics, 6, 65-70. Hulme, C., Goetz, K., Gooch, D., Adams, J., & Snowling, M. J. (2007). Paired-associate learning, phoneme awareness, and learning to read. Journal of Experimental Child Psychology, 96(2), 150-166. Doi: 10.1016/j.jecp.2006.09.002. International Dyslexia Association (2002). Definition of Dyslexia. Kastamoniti, A., Tsattalios, K., Christodoulides, P., & Zakopoulou, V. (2018). The role of phonological memory in reading acquisition and dyslexia: a systematic literature review. European Journal of Special Education Research, 3(40), 278-323. Doi: 10.5281/zenodo.1560698 Kaufman, A. S. (1975). Factor analysis of the WISC-R at 11 age levels between 61/2 and 161/2 years. Journal of Consulting and Clinical Psychology, 43(2), 135. doi:10.1037/h0076502. Kearns, D. M., Hancock, R., Hoeft, F., Pugh, K. R., & Frost, S. J. (2019). The neurobiology of dyslexia. Teaching Exceptional Children, 51(3), 175-188. doi:10.1177/0040059918820051. Kibby, M. Y. (2009). Memory functioning in developmental dyslexia: an analysis using two clinical memory measures. Archives of Clinical Neuropsychology, 24(3), 245-254. doi:10.1093/arclin/ acp028. Kingma, A., & Van den Burg, W. (2005). Drie parallelversies van de 15-woordentest voor kinderen: handleiding & normering. Stichting Kinderneuropsychologie Noord Nederland. Kort, W., Schittekatte, M., Van den Bos, K.P., Vermeir, G., Lutje Spelberg, H.C., & Verhaeghe, P., et al. (2005a). Dyslexie screening test NL. Harcourt Test Publishers. Kort, W., Schittekatte, M., Dekker, P. H., Verhaeghe, P., Compaan, E. L., Bosmans, M., & Vermeir, G. (2005b). WISC-III NL Wechsler Intelligence Scale for Children. Derde Editie NL. Handleiding en Verantwoording. Harcourt Test Publishers/Nederlands Instituut voor Psychologen. Kramer, J. H., Knee, K., & Delis, D. C. (2000). Verbal memory impairments in dyslexia. Archives of Clinical Neuropsychology, 15(1), 83-93. doi:10.1093/arclin/15.1.83. Landerl, K., & Wimmer, H. (2008). Development of word reading fluency and spelling in a consistent orthography: an 8-year follow-up. Journal of Educational Psychology, 100(1), 150. doi:10.1037/0022-0663.100.1.150. Levelt, W. J. M., Roelofs, A., & Meyer, A. S. (1999). A theory of lexical access in speech production. Behavioral and Brain Sciences, 22(1), 1-38. doi:10.1017/S0140525X99001776. Litt, R. A., &Nation, K. (2014). The nature and specificity of paired associate learning deficits in children with dyslexia. Journal of Memory and Language, 71(1), 71-88. doi:10.1016/j.jml.2013.10.005 Lukatela, G., Carello, C., Savić, M., Urošević, Z., & Turvey, M. T. (1998). When nonwords activate semantic abilities better than words. Cognition, 68(2), B31-B40. doi:10.1016/S0010-0277(98)00042-0 Lyon, G. R., Shaywitz, S. E., & Shaywitz, B. A. (2003). A definition of dyslexia. Annals of Dyslexia, 53(1), 1-14. Doi: 10.1007/s11881-003-0001-9 Manoach, D. S., & Stickgold, R. (2009). Does abnormal sleep impair memory consolidation in schizophrenia? Frontiers in Human Neuroscience, 3, 21. doi:10.3389/neuro.09.021.2009. Mayringer, H., & Wimmer, H. (2000). Pseudoname learning by German-speaking children with dyslexia: Evidence for a phonological learning deficit. Journal of Experimental Child Psychology, 75(2), 116-133. doi:10.1006/jecp.1999.2525 Messbauer, V. C., & De Jong, P. F. (2003). Word, nonword, and visual paired associate learning in Dutch dyslexic children. Journal of Experimental Child Psychology, 84(2), 77-96. doi:10.1016/ S0022-0965(02)00179-0 Messbauer, V.C., & De Jong, P. F. (2006). Effects of visual and phonological distinctness on visual– verbal paired associate learning in Dutch dyslexic and normal readers.Reading and Writing, 19(4):393–426. doi:10.1007/s11145-005-5121-7