Robin van Rijthoven

74 Chapter 3 Perfetti, C. A., Liu, Y., & Tan, L. H. (2005). The Lexical ConstituencyModel: Some implications of research on Chinese for general theories of reading. Psychological Review, 112(1), 43–59. doi:10.1037/0033295X.112.1.43 Seidenberg, M. S., & McClelland, J. L. (1989). A distributed, developmental model of word recognition and naming. Psychological Review, 96(4), 523–568. doi:10.1037//0033-295X.96.4.523 Singleton, C. (2009). Intervention for dyslexia. The Dyslexia-SpLD Trust. Shaywitz, S. E., Shaywitz, B. A., Fulbright, R. K., Skudlarski, P., Mencl, W.E., Constable, R.T., ... Gore, J. C. (2003). Neural systems for compensation and persistence: Young adult outcome of childhood reading disability. Biological Psychiatry, 54(1), 25–33. doi:10.1016/S0006-3223(02)01836-X Snowling, M. (1998). Dyslexia as a phonological deficit: Evidence and implications. Child Psychology and Psychiatry Review, 3(1), 4–11. doi:10.1017/S1360641797001366 Snowling, M. J., & Hayiou-Thomas, M.E. (2006). The dyslexia spectrum: Continuities between reading, speech, and language impairments. Topics in Language Disorders, 26(2), 110–126. doi:10.1097/00011363-200604000-00004 Stein, D. S., Blum, N. J., & Barbaresi, W. J. (2011). Developmental and behavioral disorders through the life span. Pediatrics, 128(2), 364–373. doi:10.1542/peds.2011-0266 Torgesen, J.K. (2006). Recent discoveries from research on remedial interventions for children with dyslexia. In M. Snowling & C. Hulme (Eds.), The science of reading: A handbook. Blackwell Publishers. Tijms, J. (2011). Effectiveness of computer-based treatment for dyslexia in a clinical care setting: Outcomes and moderators. Educational Psychology, 31(7), 873–896. doi:10.1080/01443410.201 1.621403 Tilanus, E.A., Segers, E., & Verhoeven, L. (2016). Responsiveness to intervention in children with dyslexia. Dyslexia, 22(3), 214–232. doi:10.1002/dys.1533 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 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. Van den Bos, K. P., Lutje Spelberg, H. C., Scheepstra, A. J. M., & de Vries, J. R. (1994). De Klepel. Vorm A en B. Een test voor de leesvaardigheid van pseudowoorden. Berkhout. 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 Wolf, M., & Bowers, P. G. (1999). The double-deficit hypothesis for the developmental dyslexia. Journal of Educational Psychology, 91(3), 415. doi:10.1037/0022-0663.91.3.415

RkJQdWJsaXNoZXIy MTk4NDMw