Robin van Rijthoven

150 Chapter 6 References Astle, D., & Fletcher-Martin, S. (2020). Beyond core deficit models in developmental disorders. Current Directions in Psychological Sciences, 29, 431–437. doi:10.1177/0963721420925518 Aravena, S., Tijms, J., Snellings, P., & Van der Molen, M. W. (2016). Predicting responsiveness to intervention in dyslexia using dynamic assessment. Learning and Individual Differences, 49, 209–215. doi:10.1016/j.lindif.2016. 06.024 Barnett, W. S., Jung, K., Yarosz, D. J., Thomas, J., Hornbeck, A., Stechuk, R., & Burns, S. (2008). Educational effects of the Tools of the Mind curriculum: A randomized trial. Early Childhood Research Quarterly, 23(3), 299-313. doi:10.1016/j.ecresq.2008.03.001 Blomert, L. (2006). Protocol dyslexie diagnostiek en behandeling. College voor Zorgverzekeringen. Bloom, P. (2002). How children learn the meanings of words. MIT Press. Bloom, B. S. (1971). Mastery learning. In J. H. Block (Ed.), Mastery learning: Theory and practice (pp. 47–63). Holt, Rinehart & Winston Bolger, D.J., Balass, M., Landen, E., & Perfetti, C.A. (2008). Context variation and definitions in learning the meanings of words: An instance-based learning approach. Discourse Processes, 45(2), 122– 159. doi:10.1080/01638530701792826 Borovsky, A., Ellis, E.M., Evans, J.L., & Elman, J.L. (2016b). Semantic structure in vocabulary knowledge interacts with lexical and sentence processing in infancy. Child Development, 87(6), 1893– 1908. doi:10.1111/cdev.12554 Bosman, A. M., & Van Orden, G. C. (1997). Why spelling is more difficult than reading. Learning to Spell: Research, Theory, and Practice across Languages, 10, 173-194. Burgess, S. R., Hecht, S. A., & Lonigan, C. J. (2002). Relations of the home literacy environment (HLE) to the development of reading‐related abilities: A one‐year longitudinal study. Reading Research Quarterly, 37(4), 408-426. doi:10.1597/RRQ.37.4.4 Catts, H. W., McIlraith, A., Bridges, M., & Nielsen, D. (2017). Viewing a phonological deficit within a multifactorial model of dyslexia. Reading &Writing, 30(3), 613–629. doi:10.1007/s11145-016-9692-2 Catts, H. W., & Petscher, Y. (2020). A Cumulative Risk and Resilience Model of Dyslexia. Journal of Learning Disabilities. Augustus 2021. doi:10.1177/00222194211037062 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 Cordewener, K. A., Bosman, A. M., & Verhoeven, L. (2015). Implicit and explicit instruction: The case of spelling acquisition. Written Language & Literacy, 18(1), 121-152. Duff, F. J., Reen, G., Plunkett, K., & Nation, K. (2015). Do infant vocabulary skills predict school-age language and literacy outcomes? Journal of Child Psychology and Psychiatry, 56, 848–856. doi:10.1111/jcpp.12378 Durso, F.T., & Coggins, K.A. (1991). Organized instruction for the improvement of word knowledge skills. Journal of Educational Psychology, 83(1), 108–112. doi:10.1037/0022-0663.83.1.108 Ehri, L. C., & Wilce, L. S. (1987). Does learning to spell help beginners learn to read words? Reading Research Quarterly, 47-65. doi:10.2307/747720 Ellis, N., & Cataldo, S. (1990). The role of spelling in learning to read. Language and Education, 4(1), 1-28. doi:10.1080/09500789009541270 Felton,R.H. (1993).Effectsofinstructiononthedecodingskillsofchildrenwithphonological-processing problems. Journal of Learning Disabilities, 26(9), 583-589. doi:10.1177/002221949302600904f Frost, J., Madsbjerg, S., Niedersøe, J., Olofsson, Å., & Sørensen, P. M. (2005). Semantic and phonological skills in predicting reading development: From 3–16 years of age. Dyslexia, 11(2), 79-92. doi:10.1002/dys.292 Galuschka, K., Görgen, R., Kalmar, J., 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