Robin van Rijthoven

72 Chapter 3 References Aarnoutse, C., Van Leeuwe, J., Voeten, M., & Oud, H. (2001). Development of decoding, reading comprehension, vocabulary and spelling during the elementary school years. Reading and Writing, 14(1/2), 61–89. doi:10.1023/A:1008128417862 Abdi, H. (2010). Holm’s sequential Bonferroni procedure. Encyclopedia of Research Design, 1(8), 1–8. Alexander, A. W., & Slinger-Constant, A. M. (2004). Current status of treatments for dyslexia: Critical review. Journal of Child Neurology, 19(10), 744–758. doi:10.1177/08830738040190100401 Blomert, L. (2006). Protocol Dyslexie Diagnostiek en Behandeling. CvZ. Bosman, A. M., & Van Orden, G. C. (1997). Why spelling is more difficult than reading. In C.A. Perfetti, L. Rieben & M. Fayol (Eds.), Learning to Spell: Research, Theory, and Practice across Languages (pp. 173–194). Routlegde Brus, B. Th., & Voeten, M. J. M. (1973). Eén-minuut-test. Pearson. Castles, A., Rastle, K., & Nation, K. (2018). Ending the reading wars: Reading acquisition from novice to expert. Psychological Science in the Public Interest, 19(1), 5–51. doi:10.1177/1529100618772271 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 Graaff, S., Bosman, A. M., Hasselman, F., & Verhoeven, L. (2009). Benefits of systematic phonics instruction. Scientific Studies of Reading, 13(4), 318–333. doi:10.1080/10888430903001308 De Jong, P. F. (1998). Workingmemory deficits of reading disabled children. Journal of Experimental Child Psychology, 70(2), 75–96. doi:10.1006/jecp.1998.2451 Ehri, L.C. (1989). Thedevelopmentof spellingknowledgeandits role inreadingacquisitionandreading disability. Journal of Learning Disabilities, 22(6), 356–365. doi:10.1177/002221948902200606 Ehri, L. C. (1997). Learning to read and learning to spell are one and the same, almost. In C.A. Perfetti, L. Rieben & M. Fayol (Eds.), Learning to Spell: Research, Theory, and Practice across Languages (pp. 237–270). Routlegde Ehri, L. C. (2000). Learning to read and learning to spell: Two sides of a coin. Topics in Language Disorders, 20(3), 19–36. doi:10.1097/00011363-200020030-00005 Ehri, L. C., & Wilce, L. S. (1987). Does learning to spell help beginners learn to read words? Reading Research Quarterly, 22(1), 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).Effectsof instructiononthedecodingskillsofchildrenwithphonological-processing problems. Journal of Learning Disabilities, 26(9), 583–589. doi:10.1177/002221949302600904 Fitzgerald, J., & Shanahan, T. (2000). Reading and writing relations and their development. Educational Psychologist, 35(1), 39–50. doi:10.1207/S15326985EP3501_5 Galuschka, K., Ise, E., Krick, K., & Schulte-Körne, G. (2014). Effectiveness of treatment approaches for children and adolescents with reading disabilities: A meta-analysis of randomized controlled trials. PLoS One, 9(2), e89900. doi:10.1371/journal.pone.0089900 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 Gathercole, S. E., & Baddeley, A. D. (1993). Phonological working memory: A critical building block for reading development and vocabulary acquisition? European Journal of Psychology of Education, 8, 259–272. doi:10.1007/ BF03174081 Geelhoed, J., & Reitsma, P. (2000). PI-dictee. Harcourt Test Publishers. Gollwitzer, M., Christ, O., & Lemmer, G. (2014). Individual differences make a difference: On the use and the psychometric properties of difference scores in social psychology. European Journal of Social Psychology, 44(7), 673–682. doi:10.1002/ejsp.2042