1. 2017
  2. Reading or spelling? The best way to acquire detailed orthographic representations.

    Staels, E., Van Den Broeck, W. & Koolen, K., Jul 2017, Reading or spelling? The best way to acquire detailed orthographic representations..

    Research output: Chapter in Book/Report/Conference proceedingConference paper

  3. Preventie van leesproblemen. Kenmerken van goed leesonderwijs en een goede voorbereiding bij kleuters.

    Staels, E. & Van Den Broeck, W., 2017, In : Caleidoscoop. 2017, juli-aug, p. 15-21

    Research output: Contribution to journalArticle

  4. 2016
  5. Has linear statistics and categorical diagnostics led us astray in interpreting causal determinants of reading disability?

    Koolen, K., Van Den Broeck, W. & Staels, E., 15 Jul 2016, (Unpublished).

    Research output: Unpublished contribution to conferenceUnpublished paper

  6. Is the relationship of the Visual Attention Span task with reading (dis)ability verbal or nonverbal in nature?

    Staels, E., Van Den Broeck, W. & Koolen, K., 13 Jul 2016, (Unpublished).

    Research output: Unpublished contribution to conferencePoster

  7. Enkelvoudige of meervoudige, en specifieke of algemene achterliggende cognitieve oorzaken van dyslexie?

    Staels, E. & Van Den Broeck, W., Mar 2016, In : Orthopedagogiek: Onderzoek en Praktijk. 55, 3-4, p. 25-38

    Research output: Contribution to journalArticle

  8. Enkelvoudige of meervoudige, en specifieke of algemene achterliggende cognitieve oorzaken van dyslexie?

    Staels, E. & Van Den Broeck, W., 2016, Handboek dyslexieonderzoek. Wetenschappelijke inzichten in diagnostiek, oorzaken, preventie en behandeling van dyslexie.. p. 109-125

    Research output: Chapter in Book/Report/Conference proceedingChapter

  9. 2015
  10. Is implicit sequence learning impaired in dyslexia?

    Staels, E. & Van Den Broeck, W., 17 Jul 2015, Twenty-Second Annual Meeting Society for the Scientific Study of Reading.

    Research output: Chapter in Book/Report/Conference proceedingMeeting abstract (Book)

  11. No Solid Empirical Evidence for the SOLID (Serial Order Learning Impairment) Hypothesis of Dyslexia.

    Staels, E. & Van Den Broeck, W., May 2015, In : Journal of Experimental Psychology: Learning, Memory and Cognition. 41, 3, p. 650-669 20 p.

    Research output: Contribution to journalArticle

  12. Serieel of impliciet leren als verklaringsgrond van dyslectische problemen? De rol van aandachtsprocessen geanalyseerd met latente groeimodellen.

    Staels, E. & Van Den Broeck, W., 27 Mar 2015, Interacademiale Leerstoornissen. 2015 Leiden..

    Research output: Chapter in Book/Report/Conference proceedingMeeting abstract (Book)

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