Publicaties | Wetenschap

Wetenschappelijke publicaties:


Van Koert, M. J. H., Leona, N. L., Rispens, J. E., Tijms, J., Van der Molen, M. W., Van Daal, H. P. van and Snellings, P.. “The role of memory in the acquisition of vocabulary and grammar in the first language and in English as a foreign language”. Second Language Learning Before Adulthood: Individual Differences in Children and Adolescents, edited by Vanessa De Wilde and Claire Goriot, Berlin, Boston: De Gruyter Mouton, 2022, pp. 31-64.

De Groot, A., Snellings, P.J.F. & Collot d’Escury, A.M.L (2022). Ouderbetrokkenheid in onderwijs en behandeling bij licht verstandelijk beperkte jongeren in een (semi)residentiële setting. Orthopedagogiek: Onderzoek en Praktijk, 61(1)


Verwimp, C., Tijms, J., Snellings, P., Haslbeck, J. M. B., & Wiers, R. W. (2021). A network approach to dyslexia: Mapping the reading network. Development and Psychopathology, 1-15.

Leona, N. L., van Koert, M. J. H., van der Molen, M. W., Rispens, J. E., Tijms, J., & Snellings, P. (2021). Explaining individual differences in young English language learners’ vocabulary knowledge: The role of Extramural English Exposure and motivation. System, 96, [102402].

Guerra, G., Tijms, J., Vaessen, A., Tierney, A., Dick, F., & Bonte, M. (2021). Loudness and intelligibility of irrelevant background speech differentially hinder children’s short story reading. Mind, Brain, and Education, 15, 77-87. doi:    PDF


Tijms, J., Fraga González, G., Karipidis, I. I., & Brem, S. (2020). The role of letter-speech sound integration in normal and abnormal reading development. Frontiers in Psychology, 11: 1441.   PDF

Tijms, J., Pavlidou, E.V., & Hoette, H.A.I. (2020). Improvements in reading and spelling skills after a phonological and morphological knowledge intervention in Greek children with spelling difficulties: a pilot study.  European Journal of Special Needs Education.    PDF


Verburg, M., Snellings, P., Zeguers, M. H. T., & Huizenga, H. M. (2019). Positive-blank versus negative-blank feedback learning in children and adults. The Quarterly Journal of Experimental Psychology, 72(4), 753-763. [details]

Fraga González, G., Smit, D. J. A., van der Molen, M. J. W., Tijms, J., de Geus, E. J. C., & van der Molen, M. W. (2019). Probability learning and feedback processing in dyslexia: A performance and heart rate analysis. Psychophysiology,  e13460.

Rezvani, Z., Zare, M., Žarić, G., Bonte, M., Tijms, J., Van der Molen, M.W., Fraga González, G. (2019). Machine learning Classification of Dyslexic Children based on EEG Local Network Features. Preprint on bioRxiv10.1101/569996.

Fraga González, G., Karipidis, I. I., & Tijms, J. (2019). Reply to “Dyslexia: Still Not a Neurodevelopmental Disorder”.  Brain Sciences, 9 (3), 61.


Hofman, A. D., Visser, I., Jansen, B. R. J., Marsman, M., & van der Maas, H. L. J. (2018). Fast and slow strategies in multiplication. Learning and Individual Differences, 68, 30-40.

Tijms, J., Fraga González, G., Karipidis, I., & Brem, S. (Eds., in press). The Role of Letter-Speech Sound Integration in Normal and Abnormal Reading Development. Lausanne: Frontiers Media.

Zeguers, M.H.T., van den Boer, M., Snellings, P., de Jong, P.F. (2018). Universal and language-specific predictors of early word reading in a foreign language: An analysis of the skills that underlie reading acquisition in three different orthographies. Developmental Psychology. doi: 10.1037/dev0000606

Fraga González, G., Karipidis, I. I., & Tijms, J. (2018). Dyslexia as a neurodevelopmental disorder. What makes a reading disorder different from a chess disorder. Brain Sciences, 8 (10), 189.

Fraga González, G., Smit, D.J.A., Van der Molen, M.J.W., Tijms, J., Stam, C.J., De Geus, E., & Van der Molen, M.W. (2018). EEG resting state functional connectivity in adult dyslexics using phase leg index and graph analysis. Frontiers in Human Neuroscience, 12, 341.

Tijms, J., Stoop, M.A., & Polleck, J.N. (2018). Bibliotherapeutic book club intervention to promote literacy skills and social-emotional competencies in low SES community-based high schools: A randomized controlled trial. Journal of Research in Reading, 41, 525-545.

Žarić, G., Timmers, I., Gerretsen, P., Fraga González, G., Tijms, J., van der Molen, M. W., Blomert, L., & Bonte, M. (2018). Atypical white matter connectivity in dyslexic readers of a fairly transparent orthography. Frontiers in Human Neuroscience, 9, 1147.

Zeguers, M.H.T., Huizenga, H.M., van der Molen, M.W., & Snellings, P. (2018). Time course analyses of orthographic and phonological priming effects in developing readers. Quarterly Journal of Experimental Psychology, 71, 1672-1686.


Hakvoort, B., Van den Boer, M., Leenaars, T., Bos, P., & Tijms, J. (2017). Improvements in reading accuracy as a result of increased interletter spacing are not specific to children with dyslexia. Journal of Experimental Child Psychology, 164, 101-116.

Aravena, S., Tijms, J., Snellings, P., & van der Molen, M. W. (2017). Predicting individual differences in reading and spelling skill with an artificial script-based letter-speech sound training. Journal of Learning Disabilities. doi: 10.1177/0022219417715407

Žarić, G., Correia, J. M., Fraga González, G., Tijms, J., van der Molen, M. W., Blomert, L., Bonte, M. (2017). Altered patterns of directed connectivity within the reading network of dyslexic children and their relation to reading dysfluency. Developmental Cognitive Neuroscience, 23, 1-13.

Fraga González, G., Žarić, G., Tijms, J.,Bonte, M., & van der Molen, M. W. (2017). Contributions of letter-speech sound learning and visual print tuning to reading improvement: evidence from brain potential and dyslexia training studies. Brain sciences, 7 (1),10.  doi:10.3390/brainsci7010010   PDF

Aravena, S. (2017). Letter-speech sound learning in children with dyslexia: From behavioral research to clinical practice. (Doctoral dissertation). Universiteit van Amsterdam.    PDF

Zeguers, M. H. T. (2017). Why so fast? An investigation of the cognitive and affective processes underlying successful and failing development of reading fluency (Doctoral dissertation). Universiteit van Amsterdam.    PDF


Fraga González, G., van der Molen, M.J.W., Žarić, G., Bonte, M., Tijms, J., Blomert, L., Stam, C.J., Van der Molen, M.W. (2016). Graph Analysis of EEG Resting State Functional Networks in Dyslexic Readers. Clinical Neurophysiology. doi:10.1016/j.clinph.2016.06.023 9

Aravena, S., Tijms, J., Snellings, P., & van der Molen, M. W. (2016). Caught in the act: Letter-speech sound learning in preliterate children at familial risk for dyslexia. Learning and Individual Differences, 49, 209-215.

Fraga González, G., Žarić, G., Tijms, J., Leppänen, P. H. T., Blomert, L., Bonte, M., & van der Molen, M. W. (2016). Responsivity to dyslexia training indexed by the N170 amplitude of the brain potential elicited by word reading. Brain and Cognition, 106, 42-54. doi: 10.1016/j.bandc.2016.05.001

Fraga González, G. (2016). Fixing fluency: Neurocognitive assessment of a dysfluent reading intervention (Doctoral dissertation). Universiteit van Amsterdam.

Tijms, J., Scheltinga, F., Zeguers, M., & Snellings, P. (2016). Dyslexie. In Snellings, P. & Zeguers, M. (Eds.). Interventies in het onderwijs: Leerproblemen (2e druk). Amsterdam: Boom.

Zeguers, M. & Snellings, P. (2016). De ontwikkeling en het trainen van leesvloeiendheid. In Van den Broeck, W. (Ed). Handboek dyslexieonderzoek. Wetenschappelijke inzichten in diagnostiek, oorzaken, preventive en behandeling van dyslexie. Acco: Leuven/Den Haag.

Jansen, B. R. J., Hofman, A. D., Savi, A. O., Visser, I., & van der Maas, H. L. J. (2016). Self-adapting the success rate when practicing math, Learning and Individual Differences, 51, 1-10.

Jansen, B. R. J., Schmitz, E. A., van der Maas, H. L. J. (2016). Affective and motivational factors mediate the relation between math skills and use of math in everyday life. Frontiers, 7.


Fraga González, G., Tijms, J., Žarić, G., Bonte, M., Blomert, L., & van der Molen, M. W. (2015). A randomized controlled trial on the beneficial effects of training letter-speech sound integration on reading fluency in children with dyslexia. PLoS ONE, 10(12), e0143914.

Žarić, G., Fraga González, G., Tijms, J., Van der molen, M. W., Blomert, L., & Bonte, M. (2015). Crossmodal deficit in dyslexic children: practice affects the neural timing of letter-speech sound integration. Frontiers in Human Neuroscience, 9, 369. doi:10.3389/fnhum.2015.00369

Stoop, M., Stoop, M., Carter, C., & Tijms, J. (2015). Onderzoeksverslag #BOOK: Bibliotherapie voor jongeren tussen de 12 en 14 jaar op het vmbo. Amsterdam: Stichting Lezen.

Bexkens, A., van den Wildenberg, W. P. M., & Tijms, J. (2015). Rapid automatized naming in children with dyslexia: Is inhibitory control involved? Dyslexia, 21, 212-234. doi: 10.1002/dys.1487

Tijms, J., Fraga González, G., Žarić, G., Blomert, L., Bonte, M., & van der Molen, M. W. (2015). Training letter-speech sound associations to improve reading fluency in children with dyslexia. ISRCTN. doi: 10.1186/ISRCTN12783279

Van der Ven, S. H. G., Straatemeier, M., Jansen, B. R. J., Klinkenberg, S., & van der Maas, H. L. J. (2015). An integrated analysis of the difficulty of single digit and multidigit multiplication problems in primary school children. Learning and Individual Differences.

Erturan, S., & Jansen, B. R. J. (2015). Boys’ and girls’ emotional experience of math: The same scores but a different relation with math performance. European Journal of Psychology of Education, 1-15.

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