Robin van Rijthoven

27 General introduction 1 Stanovich, K.E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. Guilfort Press. Swanson, H. L., Ashbaker, M. H., & Lee, C. (1996). Learning-disabled readers’ working memory as a function of processing demands. Journal of Experimental Child Psychology. 61(3), 242-274. doi:10.1006/jecp.1996.0016 Tainturier, M. J., & Rapp, B. (2001). The spelling process. In B. Rapp (Ed.), The handbook of cognitive neuropsychology: What deficits reveal about the humanmind (pp. 263-289). Psychology Press. Tijms, J. (2004). Verbal memory and phonological processing in dyslexia. Journal of Research in Reading, 27(3), 300-310. doi:10.1111/j.1467-9817.2004.00233.x Tijms, J. (2011). Effectiveness of computer-based treatment for dyslexia in a clinical care setting: outcomes and moderators. Educational Psychology, 31(7), 873-896. doi:10.1080/01443410.2011. 621403 Tijms, J., De Bree, E.H., Bonte, M., De Jong, P.F., Loykens, E. & Reij, R. (2021) Protocol dyslexie diagnostiek en behandeling – versie 3.0. Nederlands Kwaliteitsinstituut Dyslexie (NKD) Tilanus, E. A., Segers, E., & Verhoeven, L. (2016). Responsiveness to intervention in children with dyslexia. Dyslexia, 22(3), 214-232. doi:10.1002/dys.1533 Tops, W., Callens, M., Bijn, E., & Brysbaert, M. (2014). Spelling in adolescents with dyslexia: Errors and modes of assessment. Journal of Learning Disabilities, 47(4), 295–306. doi:10.1177/ 0022219412468159. Torgesen, J.K. (2006). Recent Discoveries from Research on Remedial Interventions for Children with Dyslexia. In M. Snowling and C. Hulme (Eds.). The Science of Reading: A Handbook. Blackwell Publishers. Torppa, M., Lyytinen, P., Erskine, J., Eklund, K., & Lyytinen, H. (2010). Language development, literacy skills, and predictive connections to reading in Finnish children with and without familial risk for dyslexia. Journal of Learning Disabilities, 43(4), 308-321. doi:10.1177/0022219410369096 Turkeltaub, P. E., Gareau, L., Flowers, D. L., Zeffiro, T. A., & Eden, G. F. (2003). Development of neural mechanisms for reading. Nature Neuroscience, 6(7), 767-773. doi:10.1038/nn1065 Ullman, M. T. (2004). Contributions of memory circuits to language: The declarative/procedural model. Cognition, 92(1-2), 231-270. doi:10.1016/j.cognition.2003.10.008 Van Bergen, E., De Jong, P. F., Maassen, B., Krikhaar, E., Plakas, A., & Van der Leij, A. (2014a). IQ of four-year-olds who go on to develop dyslexia. Journal of Learning Disabilities, 47(5), 475-484. doi:10.1177/0022219413479673 Van Bergen, E., Van der Leij, A., & De Jong, P. (2014b). The intergenerational multiple deficit model and the case of dyslexia. Frontiers in Human Neuroscience, 8(346), 1–13. doi:10.3389/ fnhum.2014.00346 Van den Bos, K. P., & Lutje Spelberg, H. C. (2007). Continu Benoemen & Woorden Lezen (CB&WL). Boom testuitgevers. Van den Bos, K. P., Lutje Spelberg, H. C., & de Groot, B. J. A. (2010). Fonemische Analyse Test (FAT). Verantwoording en Handleiding. Pearson. Van den Bos, K. P., Lutje Spelberg, H. C., Scheepstra, A. J. M., & De Vries, J. R. (1994). De klepel. Vorm A en B. Een test voor de leesvaardigheid van pseudowoorden. Berkhout. Vanderswalmen, R., Vrijders, J., & Desoete, A. (2010). Metacognition and spelling performance in college students (pp. 367-394). In A. Efklides & P. Misailidi (Eds.), Trends and Prospects in Metacognition Research. Springer. doi:10.1007/978-1-4419-6546-2. Van Goch, M. M., McQueen, J. M., & Verhoeven, L. (2014). Learning phonologically specific new words fosters rhyme awareness in Dutch preliterate children. Scientific Studies of Reading, 18(3), 155172. doi:10.1080/10888438.2013.827199. Verhoeven, L., & Van Leeuwe, J. (2008). Prediction of the development of reading comprehension: A longitudinal study. Applied Cognitive Psychology: The Official Journal of the Society for Applied Research in Memory and Cognition, 22(3), 407-423. doi:10.1002/acp.1414