Robin van Rijthoven

23 General introduction 1 References American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Author. doi:10.1176/appi.books.9780890425596 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. 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 Blomert, L. (2006). Protocol dyslexie diagnostiek en behandeling. College voor Zorgverzekeringen. Blomert, L., & Vaessen, A. A. A. (2009). 3DMDifferential Diagnostiek van Dyslexie: Cognitieve Analyse van lezen en Spellen. Boom test Uitgevers. 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 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. Bourassa, D., & Treiman, R. (2003). Spelling in children with dyslexia: Analyses from the Treiman-Bourassa early spelling test. Scientific Studies of Reading, 7(4), 309-333. doi:10.1207/ S1532799XSSR0704_1 Bourassa, D. C., Treiman, R., & Kessler, B. (2006). Use of morphology in spelling by children with dyslexia and typically developing children. Memory & Cognition, 34(3), 703-714. doi:10.3758/ BF03193589 Bradley, L., & Bryant, P. E. (1983). Categorizing sounds and learning to read - a causal connection. Nature, 301, 419–421. doi:10.1038/301419a0 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 Burns, M.K., Petersen-Brown, S., Haegele, K., Rodriguez, M., Schmitt, B., Cooper, M., … VanDerHeyden, A. M. (2016). Meta-analysis of academic interventions derived from neuropsychological data. School Psychology Quarterly, 31(1), 28–42. doi:10.1037/spq0000117 Caravolas, M., Hulme, C., & Snowling, M. J. (2001). The foundations of spelling ability: Evidence from a 3-year longitudinal study. Journal of Memory and Language, 45(4), 751-774. doi:10.1006/ jmla.2000.2785 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, 00(0), 1-14. 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. De Graaf, S., Bosman, A. M. T., Hasselman, F., & Verhoeven, L. (2009). Benefits of systematic phonics instruction. Scientific Studies of Reading, 13(4), 318-333. doi:10.1080/ 10888430903001308 De Greef, M., Segers, M., &Nijhuis, J. (2014). Feiten en cijfers geletterdheid. Stichting Lezen & Schrijven. 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

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