The staff members of the Rudolf Berlin Center give presentations and publish for both practioners and for scientific researchers. An overview of recent presentations and publications can be found under the respective headers. Other interesting articles or interviews in the media can be found under the header in the media.

2017

Publications

Tijms, J., Stoop, M. A., & Polleck, J. N. (2017). Bibliotherapeutic book club intervention to promote reading skills and social–emotional competencies in low SES community-based high schools: A randomised controlled trial. Journal of Research in Reading. doi: 10.1111/1467-9817.12123

Zeguers, M. H. T., Huizenga, H. M., Van derMolen, M. W., & Snellings, P. (2017). Time course analyses of orthographic and phonological priming effects in developing readers. Quarterly Journal of Experimental Psychology.  http://dx.doi.org/10.1080/17470218.2017.1345958

Aravena, S., Tijms, J., Snellings, P., & van der Molen, M. W. (2017). Predicting individual differences in reading and spelling skill with an artificial script-based letter-speech sound training. Journal of Learning Disabilities. doi: 10.1177/0022219417715407

Žarić, G., Correia, J. M., Fraga González, G., Tijms, J., van der Molen, M. W., Blomert, L., Bonte, M. (2017). Altered patterns of directed connectivity within the reading network of dyslexic children and their relation to reading dysfluency. Developmental Cognitive Neuroscience, 23, 1-13. https://doi.org/10.1016/j.dcn.2016.11.003

Fraga González, G., Žarić, G., Tijms, J.,Bonte, M., & van der Molen, M. W. (2017). Contributions of letter-speech sound learning and visual print tuning to reading improvement: evidence from brain potential and dyslexia training studies. Brain sciences, 7 (1),10.  doi:10.3390/brainsci7010010   PDF

Aravena, S. (2017). Letter-speech sound learning in children with dyslexia: From behavioral research to clinical practice. (Doctoral dissertation). Universiteit van Amsterdam.    PDF

Zeguers, M. H. T. (2017). Why so fast? An investigation of the cognitive and affective processes underlying successful and failing development of reading fluency (Doctoral dissertation). Universiteit van Amsterdam.    PDF

2016

Publications

Fraga González, G., van der Molen, M.J.W., Žarić, G., Bonte, M., Tijms, J., Blomert, L., Stam, C.J., Van der Molen, M.W. (2016). Graph Analysis of EEG Resting State Functional Networks in Dyslexic Readers. Clinical Neurophysiology, 127, 3165-3175. doi:10.1016/j.clinph.2016.06.023      PDF

Aravena, S., Tijms, J., Snellings, P., & van der Molen, M. W. (2016). Caught in the act: Letter-speech sound learning in preliterate children at familial risk for dyslexia. Learning and Individual Differences, 49, 209-215.

Fraga González, G., Žarić, G., Tijms, J., Leppänen, P. H. T., Blomert, L., Bonte, M., & van der Molen, M. W. (2016). Responsivity to dyslexia training indexed by the N170 amplitude of the brain potential elicited by word reading. Brain and Cognition, 106, 42-54. doi: 10.1016/j.bandc.2016.05.001      PDF

Fraga González, G. (2016). Fixing fluency: Neurocognitive assessment of a dysfluent reading intervention (Doctoral dissertation). Universiteit van Amsterdam.      PDF

Tijms, J., Scheltinga, F., Zeguers, M., & Snellings, P. (2016). Dyslexie. In Snellings, P. & Zeguers, M. (Eds.). Interventies in het onderwijs: Leerproblemen (2e druk). Amsterdam: Boom.

Zeguers, M. & Snellings, P. (2016). De ontwikkeling en het trainen van leesvloeiendheid. In Van den Broeck, W. (Ed). Handboek dyslexieonderzoek. Wetenschappelijke inzichten in diagnostiek, oorzaken, preventive en behandeling van dyslexie. Acco: Leuven/Den Haag.

2015

Publications

Fraga González, G., Tijms, J., Žarić, G., Bonte, M., Blomert, L., & van der Molen, M. W. (2015). A randomized controlled trial on the beneficial effects of training letter-speech sound integration on reading fluency in children with dyslexia. PLoS ONE10(12), e0143914.    PDF

Žarić, G., Fraga González, G., Tijms, J., Van der molen, M. W., Blomert, L., & Bonte, M. (2015). Crossmodal deficit in dyslexic children: practice affects the neural timing of letter-speech sound integration.  Frontiers in Human Neuroscience, 9, 369. doi:10.3389/fnhum.2015.00369

Stoop, M., Stoop, M., Carter, C., & Tijms, J. (2015). Onderzoeksverslag #BOOK: Bibliotherapie voor jongeren tussen de 12 en 14 jaar op het vmbo. Amsterdam: Stichting Lezen.    PDF

Bexkens, A., van den Wildenberg, W. P. M., & Tijms, J. (2015). Rapid automatized naming in children with dyslexia: Is inhibitory control involved? Dyslexia, 21, 212-234. doi: 10.1002/dys.1487

Tijms, J., Fraga González, G., Žarić, G., Blomert, L., Bonte, M., & van der Molen, M. W. (2015). Training letter-speech sound associations to improve reading fluency in children with dyslexia. ISRCTN. doi: 10.1186/ISRCTN12783279

2014

Publications

Fraga González, G., Žarić, G., Tijms, J., Blomert, L., Bonte, M., & van der Molen, M. W. (2014). Brain-potential analysis of visual word recognition in dyslexics and typically reading children. Frontiers in Human Neuroscience, 8 (June), 474.    PDF

Žarić, G., Fraga González, G., Tijms, J., Van der Molen, M., Blomert, L., & Bonte, M. (2014). Reduced neural integration of letters and speech sounds in dyslexic children scales with individual differences in reading fluency. PLoS ONE, 9 (10), e1100337.    PDF

Zeguers, M. H. T., Snellings, P., H. Huizenga & M.W. van der Molen (2014). Time course analyses of orthographic and phonological priming effects during word recognition in a transparent orthography. Quarterly Journal of Experimental Psychology, 67, 1925-1943.

Presentations

Fraga González, G., Žarić, G., Bonte, M., Tijms, J., Blomert, L., & Van der Molen, M. (2014, July). Letter-speech sounds intervention for children with dyslexia: reading fluency gains and neural changes in visual word processing. Oral presentation at the Twenty-First Annual Meeting of the Society for the Scientific Study of Reading, Santa Fe, NM, USA.

Tijms, J., & Stoop, M. (2014, June). Bibliotherapeutic book club training to promote literacy skills and social-emotional competence in disadvantaged community-based high schools: A randomized controlled trial. Paper presented at the International Conference on Child Development in Child and Community Settings, Rotterdam, the Netherlands.

Fraga González, G., Žarić, G., Bonte, M., Tijms, J., Blomert, L., & Van der Molen, M. (2014, June). Letter-speech sounds intervention for children with dyslexia: reading fluency gains and neural changes in visual word processing. Poster presented at the NIHC Health Pillar Meeting in Utrecht, the Netherlands.

Fraga González, G., Žarić, G., Bonte, M., Tijms, J., Blomert, L., & Van der Molen, M. (2014, May). Reading fluency neurocognitively decomposed: the case of dyslexia. Oral presentation at the University of Jyväskylä, Jyväskylä, Finland.

2013

Publications

Snellings, P. & De Waard, P. (2013). Moet de schildpad toch een haas worden? Het belang van vlot lezen voor zwakke lezers. (Should the tortoise become a hare? The importance of fluent reading for poor readers) in De aarzelende lezer over de streep (The halting reader past the finish), p. 69-84. Stichting Lezen Reeks 22, Eburon, Delft.

Aravena, S., Snellings, P., Tijms, J., & van der Molen, M. W. (2013). A lab-controlled simulation of a letter-speech sound binding deficit in dyslexia. Journal of Experimental Child Psychology, 115, 591-707.   PDF

Presentations

Fraga González, G., Žarić, G., Bonte, M., Blomert, L., Tijms, J., & van der Molen, M. W. (2013, December). Brain-potential analysis of visual word recognition in dyslexics and typically reading children. Oral presentation at the opening symposium Rudolf Berlin Center, Amsterdam, the Netherlands.

Tijms, J., Fraga González, G., Žarić, G., Bonte, M., Van der Molen, M., & Blomert, L. (2013, November). Results of project Neurocognition of fluent reading by the NWO-program ‘National Inititative Brain and Cognition’ (Neurocognitie van vloeiend lezen van het NWO-programma ‘Nationaal Initiatief Hersenen en Cognitie’). Oral presentation at the Kwaliteitscongres Dyslexie van het Nationaal Referentiecentrum Dyslexie, Papendal, the Netherlands.

Tijms, J., Fraga González, G., Žarić, G., Bonte, M., Blomert, L., & van der Molen, M. W. (2013, September). Success factors of reading intervention for children with severe dyslexia: A neurocognitive window on the training-induced development of reading fluency. Paper presented at the 4th All European Dyslexia Conference in Växjö, Sweden.

Aravena, S., & Tijms, J. (2013, September). An innovative tool for assessing dyslexia and predicting treatment outcome. Paper presented at the 4th All European Dyslexia Conference in Växjö, Sweden.

Fraga González, G., Žarić, G., Bonte, M., Blomert, L., Tijms, J., & van der Molen, M. W. (2013, July). Differences in visual processing of printed words in dyslectic children. Midyear Meeting of the International Neuropsychological Society in Amsterdam, the Netherlands.

Tijms, J. (2013, June). The role of cognitive flexibility in reading development and reading disorders. Paper presented at the Conference ‘Executieve functies bij kinderen en adolescenten’ in Utrecht, the Netherlands.   PDF

Fraga González, G., Žarić, G., Bonte, M., Blomert, L., Tijms, J., & van der Molen, M. W. (2013, May). Visual specialization for words in dyslexic and typically reading children. Poster presented at the International Workshop on Reading and Developmental Dyslexia in San Sebastian, Spain.   PDF

Aravena, S., & Tijms, J. (2013, May). Letter-speech sound mapping within an artificial orthography: A comparison between dyslexic and non-dyslexic readers. Poster presented at the International Workshop on Reading and Developmental Dyslexia in San Sebastian, Spain.   PDF

Zeguers, M., Snellings, P., Huizinga, H., van der Molen, M. (2013, May). What the orthographic similarity of phonological primes can tell us about the time course of orthographic and phonological code activation in transparant languages. Poster presented at the International Workshop on Reading and Developmental Dyslexia in San Sebastian, Spain.

Snellings, P., de Haas, I., van den Wildenberg, W., van der Molen, M. (2013, May). When does fast word recognition turn into automatic word recognition: an interference control study that combines lexical decision and the Simon task.. Poster presented at the International Workshop on Reading and Developmental Dyslexia in San Sebastian, Spain.

2012

Publications

Bos, L., & Tijms, J. (2012). The incidence of prematurity or low birth weight for gestational age among children with dyslexia. Acta Paediatrica, 101, 526-528.   PDF

Presentations

Snellings, P. & De Waard, P. (2012, November). Moet de schildpad toch een haas worden? Het belang van vlot lezen voor zwakke lezers (Should the tortoise become a hare? The importance of fluent reading for poor readers). Paper presented at the Scientific Conference De aarzelende lezer over de streep (The halting reader past the finish) of the Dutch reading society (Stichting Lezen) in Amsterdam, the Netherlands.

Aravena, S. (2012, January). Wat betekent toetsing, het referentiekader en de nieuwe eindexameneisen voor leerlingen met dyslexie? Koude douche of warm bad. Nationale Dyslexie Conferentie, Apeldoorn. (What does testing mean, the reference framework and the new requirements for the final exam for students with dyslexia)  PDF