Robin van Rijthoven

25 General introduction 1 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. Kirk, C., & Gillon, G. T. (2009). Integratedmorphological awareness intervention as a tool for improving literacy. Language, Speech, and Hearing Services in Schools, 40(3), 341-351. doi:10.1044/01611461(2008/08-0009) 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. Laing, E., & Hulme, C. (1999). Phonological and semantic processes influence beginning readers’ ability to learn to read words. Journal of Experimental Child Psychology, 73(3), 183-207. doi:10.1006/jecp.1999.2500 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. (1989) Speaking: From Intention to Articulation. MIT Press. doi:10.7551/ mitpress/6393.001.0001 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 Li, P., Farkas, I., & MacWhinney, B. (2004). Early lexical development in a self-organizing neural network. Neural Networks, 17(8-9), 1345-1362. doi:10.1016/j.neunet.2004.07.004. 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 McGrath,L.M.,Peterson,R.L.,&Pennington,B.F. (2020).Themultipledeficitmodel:Progress,problems and prospects. Scientific Studies in Reading, 24, 7–13. doi:10.108 0/10888438.2019.1706180 Metsala, J. L., & Walley, A. C. (1998). Spoken vocabulary growth and the segmental restructuring of lexical representations: Precursors to phonemic awareness and early reading ability. In J. L. Metsala & L. C. Ehri (Eds.), Word recognition in beginning literacy (pp. 89–120). Erlbaum doi:10.4324/9781410602718-9. Melby-Lervåg, M., Lyster, S. A. H., & Hulme, C. (2012). Phonological skills and their role in learning to read: a meta-analytic review. Psychological Bulletin, 138(2), 322. doi:10.1037/a0026744. Nagy, W. E., & Herman, P. A. (1987). Breadth and depth of vocabulary knowledge: Implications for acquisition and instruction. The Nature of Vocabulary Acquisition, 19, 35. Nation, K., & Snowling, M. J. (2004). Beyond phonological skills: Broader language skills contribute to the development of reading. Journal of Research in Reading, 27(4), 342-356. doi:10.1111/j.14679817.2004.00238.x Norton, E. S., & Wolf, M. (2012). Rapid automatized naming (RAN) and reading fluency: Implications for understanding and treatment of reading disabilities. Annual Review of Psychology, 63, 427452. doi:10.1146/annurev-psych-120710-100431 O’Brien, G., & Yeatman, J. (2021). Bridging the sensory and language theories of dyslexia: Toward a multifactorial model. Developmental Science, 24, e13039. doi:10.1111/ desc.13039 O’Connor, R. E., & Jenkins, J. R. (1995). Improving the generalization of sound/symbol knowledge: Teaching spelling to kindergarten children with disabilities. The Journal of Special Education, 29(3), 255-275. doi:10.1177/002246699502900301

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