Wetenschappelijke publicaties

 

Aarnoutse, C., & Leeuwe, J. van. (2000). Development of poor and better readers during the elementary school. Educational Research and Evaluation, 6, 251-278.

Bosman, A.M.T., Hell, J. van., & Verhoeven, L. (2006). Learning the spelling of strange words in Dutch benefits from regularized reading. Journal of Educational Psychology, 98, 879-890.

Diepen, M. van., Verhoeven, L., Aarnoutse , C., & Bosman, A. (2007). Validation of the International Reading Literacy Test: Evidence from Dutch. Written Language and Literacy, 10, 1-24.

Droop, M., & Verhoeven, L. (2003). Language proficiency and reading ability in first- and second-language learners. Reading Research Quarterly, 38, 78-103.

Geva, E., & Verhoeven, L. (2000). Basic processes in early second language reading. Scientific Studies of reading, 4, 261-353.

Geva, E., & Verhoeven, L. (2000). Introduction: The development of second language reading in primary children. Scientific Studies of reading, 4, 261-266.

Gijsel, M.A.R. (2009). Lees-en spellingprestaties met de F&L-methode en de voorspellende factoren voor succes. Tijdschrift voor Orthopedagogiek, 48, 307-320.

Gijsel, M.A.R., Bosman, A.M.T., & Verhoeven, L. (2006). Kindergarten Risk Factors, Cognitive Factors, and Teacher Judgments as Predictors of Early Reading in Dutch. Journal of Learning Disabilities, 39(6), 558-571.

Gijsel, M.A.R., Ormel, E.A., Hermans, D., Verhoeven, L., & Bosman, A.M.T. (2011). Semantic categorization and reading skill across Dutch primary grades: Development yes, relationship no. Journal of Child Language, 28, 1-24.

Gijsel, M.A.R., van Bon, W.H.J., & Bosman, A.M.T. (2004). Assessing reading skills by means of paper-and-pencil lexical decision: Issues of reliability, repetition, and word-pseudoword ratio. Reading and Writing, 17(5), 517-536.

Graaff, S. de., Hasselman, F., Bosman, A., & Verhoeven, L. (2008). Cognitive and linguistic constraints on phoneme isolation in Dutch kindergartners. Learning & Instruction, 18, 391-403.

Graaff, S. de., Verhoeven, L., Bosman, A., & Hasselman, F. (2007). Using integrated pictorial mnemonics and stimulus fading: Teaching kindergartners letter sounds. British Journal of Educational Psychology, 77, 519-539.

Hermans, D., Knoors, H., Ormel, E., & Verhoeven, L. (2008). Modeling reading vocabulary learning in deaf children in bilingual education programs. Journal of Deaf Studies and Deaf Education, 13, 155-174.

Hermans, D., Knoors, H., Ormel, E., & Verhoeven, L. (2008). The relationship between the reading and signing skills of deaf children in bilingual education. Journal of Deaf Studies and Deaf Education, 13, 518-530.

Jongejan, W., Verhoeven, L., & Siegel, L.S. (2007). Predictors of reading and spelling abilities in first- and second-language learners. Journal of Educational Psychology, 99, 835-851.

Keuning, J., & Verhoeven, L. (2007). Screening for Word-Reading and Spelling Problems in Elementary School: An Item Response Theory Perspective. Educational and Child Psychology, 24, 42-56.

Keuning, J., & Verhoeven, L. (2009). Screening for word-reading and spelling problems in elementary school: An Item Response Theory perspective. Educational and Child Psychology, 24, 44-58.

Morales, S., Verhoeven, L., & Leeuwe, J. van. (2008). Socio-cultural predictors of reading literacy in fourth graders in Lima, Peru. Written Language and Literacy, 11, 15-34.

Netten, A., Droop, M., & Verhoeven, L. (2011). Predictors of reading literacy for first and second language learners. Reading & Writing, 24(4), 413–425.

Peeters, M., Verhoeven, L., Moor, J. de., Balkom, H. van., & Leeuwe, J. van. (2009). Home literacy predictors of early reading development in children with cerebral palsy. Research in Developmental Disabilities, 30(3), 445-461.

Verhoeven, L. (2000). Components in early second language reading and spelling. Scientific Studies of Reading, 4, 313-330.

Verhoeven, L., & Leeuwe, J. van. (2008). Predictors of text comprehension development. Applied Cognitive Psychology, 22, 407-423.

Verhoeven, L., & Leeuwe, J. van. (2009). Modeling the growth of word decoding skills: Evidence from Dutch. Scientific Studies of Reading, 13, 205-223.

Verhoeven, L., & Perfetti, C. (2008). Advances in text comprehension: Model, process and development. Applied Cognitive Psychology, 22, 293-301.

Verhoeven, L., Schreuder, R., & Haarman, V. (2006). Prefix identification in the reading of Dutch bisyllabic words. Reading and Writing: An Interdisciplinary Journal, 19, 651-668.

Verhoeven, L., Schreuder, R., Janssen, S., Lemmen, K., & Baayen, H. (2006). Learnability of graphotactic rules in visual word identification. Learning and Instruction, 16, 538-548.

Wauters, L., Knoors, H., Vervloed, M., & Aarnoutse, C. (2001). Sign facilitation in word recognition. The Journal of Special Education, 35, 31-40.