Publications

NetherlandsPublications for clinicians:

2016

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.

Fraga González, G. (2016). Individueel en specifiek trainen, dat werkt het best. Balans Magazine, 2016(3), 44-47.

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, preventie en behandeling van dyslexie. Acco: Leuven/Den Haag.

Snellings, P., & Zeguers, M. (2016). Interventies in het onderwijs: Leerproblemen (2de ed.). Amsterdam: BOOM.

2015

Stoop, M., Stoop, M., Carter, C., & Tijms, J. (2015). Protocol #BOOK. Amsterdam: Stichting Lezen.

For publications from preceding years, click here.

 

Scientific publications:

2017

Hakvoort, B., Van den Boer, M., Leenaars, T., Bos, P., & Tijms, J. (2017). Improvements in reading accuracy as a result of increased interletter spacing are not specific to children with dyslexia. Journal of Experimental Child Psychology, 164, 101-116.  https://doi.org/10.1016/j.jecp.2017.07.010

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 der Molen, 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

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

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. doi:10.1016/j.clinph.2016.06.023 9

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

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

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

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 ONE, 10(12), e0143914.

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.

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

For publications from preceding years, click here.