Robin van Rijthoven

99 Role of semantics in a phonics through spelling intervention 4 Snowling, M. J. (2000). Dyslexia (2nd edition). Blackwell. Stanovich, K. E. (1988). Explaining the differences between the dyslexic and the garden-variety poor reader: The phonological-core variable-difference model. Journal of Learning Disabilities, 21(10), 590–604. doi:10.1177/002221948802101003 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. Tilanus, E. A., Segers, E., & Verhoeven, L. (2019). Predicting responsiveness to a sustained reading and spelling intervention in children with dyslexia. Dyslexia, 25(2), 190–206. doi:10.1002/dys.1614 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 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 Treiman, R. (2018). Teaching and learning spelling. Child Development Perspectives, 12(4), 235–239. doi:10.1111/cdep.12292. Treiman, R., Cassar, M., & Zukowski, A. (1994). What types of linguistic information do children use in spelling? The case of flaps. Child Development, 65(5), 1318–1337. Van Bergen, E., de Jong, P. F., Maassen, B., Krikhaar, E., Plakas, A., & van der Leij, A. (2014). IQ of four-year-olds who go on to develop dyslexia. Journal of Learning Disabilities, 47(5), 475–484. doi:10.1177/0022219413479673 Van den Bos, K. P., & Lutje Spelberg, H. C. (2010). Continu benoemen & woorden lezen. Een test voor het diagnosticeren van taal-leesstoornissen. Boom test uitgevers. 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 Rijthoven, R., Kleemans, T., Segers, E., & Verhoeven, L. (2018). Beyond the phonological deficit: Semantic abilities contributes indirectly to decoding efficiency in children with dyslexia. Dyslexia, 24(4), 309-321. doi:10.1002/dys.1597 Van Rijthoven, R., Kleemans, T., Segers, E., & Verhoeven, L. (2020). Response to phonics through spelling intervention in children with dyslexia. Reading & Writing Quarterly, 1-15. doi:10.1080/1 0573569.2019.1707732 Wakely, M. B., Hooper, S. R., de Kruif, R. E., & Swartz, C. (2006). Subtypes of written expression in elementary school children: A linguistic-based model. Developmental Neuropsychology, 29(1), 125–159. doi:10.1207/s15326942dn2901_7 Wimmer, H., & Mayringer, H. (2002). Dysfluent reading in the absence of spelling difficulties: A specific disability in regular orthographies. Journal of Educational Psychology, 94(2), 272–277. doi:10.1037/0022-0663.94.2.272 Worthy, J., & Viise, N. M. (1996). Morphological, phonological, and orthographic differences between the spelling of normally achieving children and basic literacy adults. Reading andWriting, 8(2), 139–159. doi:10.1007/BF00555366