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Introduction
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January 2019 - present
September 2011 - present
Publications
Publications (17)
Despite their ample reading experience, higher education students with dyslexia still show deficits in reading and reading-related skills. Lateralized print tuning, the early sensitivity to print of the left parietal cortex signalled by the N1 event-related potential (ERP) component, differs between beginning dyslexic readers and controls. For adul...
Background
The present study investigated differences in reading and spelling outcomes in Dutch and English as a second language (ESL) in adolescents with a high familial risk of dyslexia, of whom some have developed dyslexia (HRDys) while others have not (HRnonDys), in comparison to a low familial risk control group without dyslexia (LRnonDys). Th...
The present study investigates whether grade 6 reading outcomes, reading fluency, and reading comprehension can be predicted by grade 3 reading fluency, familial risk of dyslexia (FR), and grade 3 reading related skills: rapid automatized naming (RAN), phonological awareness (PA), and vocabulary. In a sample of 150 children, of whom 83 had a parent...
A meta-analysis was conducted on the effects of computer-supported early literacy interventions (strict phonological awareness training, combined phonological awareness and letter training, and use of e-books) on phonological-awareness (syllabic awareness, word blending, rhyme, phoneme awareness) and reading-related skills (concept about print, let...
A child’s school achievement is influenced by environmental factors. The environmental factors, when represented by socio-economic status (SES) of the family, have been demonstrated to be related to the reading skills of a child. The neural correlates of the relation between SES and reading have been less thoroughly investigated. The present study...
In de huidige studie is onderzocht hoe (een familiair risico op) dyslexie zich manifesteert bij kinderen in groep 8 van het basisonderwijs met als doel een integraal beeld van deze leerstoornis te verkrijgen. Onderzocht werden de primaire woordleesstoornis, onderliggende deficiënties in fonologisch en orthografisch bewustzijn, automatiseren en visu...
Long-term admissions in psychiatric facilities often result in a gradual erosion of the identity of people diagnosed with severe mental illnesses (SMIs) into merely “patient.” Moreover, experiences of loss often reduced people's sense of purpose. Although regaining a multidimensional identity and a sense of purpose are essential for personal recove...
Background
Introduction: As a human being we give meaning to our stories, in relation to the social and physical context. For people with severe and complex mental health needs, who have been dependent on (intensive) residential psychiatric support for a long time, it is possible that talents and qualities disappear because this part of their ident...
Dyslexia is a specific learning disability characterized by severe problems with fast and / or accurate reading and / or spelling. Children from parents with dyslexia have a larger risk to develop dyslexia themselves. In this thesis it has been investigated how the reading skills of advanced readers with (a familial risk of) dyslexia can be charact...
The rapid automatic specialized processing of printed words is signalled by the left‐lateralization of the N1 component in the visual event‐related potential (ERP). In the present study, we have investigated whether differences in N1 lateralization can be observed between Dutch children with and without (a familial risk of) dyslexia around the age...
Lateralization in the N1 component in adults and children using a linguistic judgement task
Original raw data
Variables are described in the variable labels. The dataset contains the original data, as well as the imputed and standardized data used for the final analysis.
Descriptive statistics of the unstandardized data
Purpose:
This study assessed whether a categorical speech perception (CP) deficit is associated with dyslexia or familial risk for dyslexia, by exploring a possible cascading relation from speech perception to phonology to reading and by identifying whether speech perception distinguishes familial risk (FR) children with dyslexia (FRD) from those...
Purpose:
English has a lower orthographic transparency than Dutch, which makes reading in English more difficult for beginning readers. In this study we investigated how Dutch adolescents with (a familial risk of) dyslexia read and spell in Dutch and English as a Second Language (ESL). Important questions are whether dyslexia affects Dutch and ESL...