Publicaties voor het werkveld:


Akveld, J., Wolters, R., Tijms, J., & Stoop, M. A. (2014). #BOOK: leesclubs voor het vmbo. Lezen, 9(1), 27.


Wetenschappelijke publicaties:


Fraga González, G., Žarić, G., Tijms, J., Blomert, L., Bonte, M., & van der Molen, M. W. (2014). Brain-potential analysis of visual word recognition in dyslexics and typically reading children. Frontiers in Human Neuroscience, 8 (June), 474.

Žarić, G., Fraga González, G., Tijms, J., Van der Molen, M., Blomert, L., & Bonte, M. (2014). Reduced neural integration of letters and speech sounds in dyslexic children scales with individual differences in reading fluency. PLoS ONE, 9 (10), e1100337.

Zeguers, M. H. T., Snellings, P., H. Huizenga & M.W. van der Molen (2014). Time course analyses of orthographic and phonological priming effects during word recognition in a transparent orthography. Quarterly Journal of Experimental Psychology, 67, 1925-1943. 10

Jansen, B. R. J., Hofman, A. D., Straatemeier, M., Bers, B. M. C. W., Raijmakers, M. E. J., & Maas, H. L. J. (2014). The role of pattern recognition in children’s exact enumeration of small numbers. British Journal of Developmental Psychology, 32(2), 178-194.


Snellings, P. & De Waard, P. (2013). Moet de schildpad toch een haas worden? Het belang van vlot lezen voor zwakke lezers. (Should the tortoise become a hare? The importance of fluent reading for poor readers) in De aarzelende lezer over de streep (The halting reader past the finish), p. 69-84. Stichting Lezen Reeks 22, Eburon, Delft.

Aravena, S., Snellings, P., Tijms, J., & van der Molen, M. W. (2013). A lab-controlled simulation of a letter-speech sound binding deficit in dyslexia. Journal of Experimental Child Psychology, 115, 591-707.   PDF

Van der Ven, S. H. G., van der Maas, H. L. J., Straatemeier, M., & Jansen, B. R. J. (2013). Visuospatial working memory and mathematical ability at different ages. Learning and Individual Differences, 27, 182-192.

Jansen, B. R. J., van der Molen, M., & de Lange, E. (2013). Math practice and its influence on math skills and executive functions in children with MBID. Research in Developmental Disabilities.

Jansen, B. R. J., Louwerse, J., Straatemeier, M., Van der Ven, S. H. G., Klinkenberg, S., & van der Maas, S. H. G. (2013). The influence of experiencing success in math on math anxiety, perceived math competence, and math performance. Learning and Individual Differences.


Bos, L., & Tijms, J. (2012). The incidence of prematurity or low birth weight for gestational age among children with dyslexia. Acta Paediatrica, 101, 526-528.   PDF