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Dr. P.J.F. (Patrick) Snellings

Faculty of Social and Behavioural Sciences
Programme group Developmental Psychology
Photographer: Stefan Schilderink Camera Zeiss Ikon Nekar 1949-1957

Visiting address
  • Nieuwe Achtergracht 129
  • Room number: 1.17
Postal address
  • Postbus 15916
    1001 NK Amsterdam
  • Profile

    Positions

    I work within the Developmental Psychology group within the Department of Psychology, University of Amsterdam. I am also Director of the Rudolf Berlin Center for learning disabilities. http://rudolfberlin.org/

    I serve on the Editorial Board of

    Annals of Dyslexia

    Dyslexia

    Research

    My focus is on educational and school psychology with a special interest in first language acquisition and foreign language learning. I focus on individual differences between children in first and foreign language learning in a schoolcontext to improve teaching. I also aim to help teachers and practitioners to better aid children with learning disabilities such as developmental dyslexia. I use innovative methods such as game-based learning to improve differentiation in teaching and to assist teachers in taking individual differences into account. I also do research on improving children's well-being and learning at schools by improving the interaction between parents, schools, clinical practitioners and children in schools for special education.

    My research is carried out within the Rudolf Berlin Center and NWO funded projects.

    Ongoing Research Projects

    EyeRead.

    With Ingmar Visser, Postdocs: Ruomeng Zhu and Mariska Okkinga

    We investigate how students adopt different reading strategies while reading in English and how this is related to their comprehension. We utilize eye-tracking to shed light on the reading process of the students. The goal of this study is important from both a scientific perspective and from an educational practice perspective. As students in higher education are increasingly faced with longer texts and more complex tasks, they may face difficulties in both understanding those texts and relating the texts to the task. With this project, we uncover which strategies or task approaches contribute to successful reading comprehension. 

    Completed Research Projects

    ORal and Written English Language Learning (ORWELL). All children are equal but some are more equal than others. Improving the acquisition of English at school. NWO-Nationaal Regieorgaan Onderwijsonderzoek (NRO).

    With Judith Rispens, Jurgen Tijms and Maurits van der Molen, PhD student: Nihayra Leona, Postdocs: Margreet van Koert and Claire Goriot.

    Excellent English language teaching is considered extremely important for societal success. Although English is mandatory, and demands of national exams have recently become more strict, it is yet unknown how teaching can optimally cater for individual differences between children. In this project we 1. Unravelled cognitive, linguistic and motivational predictors for succesful English learning in the highest three grades of primary education. 2. Developed individualized teaching methods for learning English.

    NEurodevelopmental Optimal-Predictors, Risk factors, and Intervention from a
    Systems approach to Maladjustment in Children (Neo-PRISM-C project).
    With Jurgen Tijms and Reinout Wiers, PhD student: Cara Verwimp

    We trained Early Stage Researchers (ESRs) in applying the Research Domain Criteria, a novel framework for understanding psychopathology and in state-of-the-art and transferable skills for innovating the study of brainbehavior relationships in Neuro Developmental Disorders, in the context of a systems-based, trans-diagnostic theoretical frame. We supported training in designing evidencebased, individualized treatments of learning, behavioral, and social maladjustment, bridging across diagnostic categories. The Neo-Prism-C project was funded by the European Union under the Horizon 2020 Marie Skłodowska-Curie Innovative Training Network (ITN) actions (See: http://www.neoprismc. org/).

    “Omdat de leerling er beter van wordt………………..”. Betrokkenheid van ouders bij onderwijs en behandeling in een residentiële setting voor de LVB doelgroep.

    With Annematt Collot d'Escury and Helle Larsen. PhD student Annie de Groot (External, Orthopedagogisch behandelcentrum en onderwijs ‘s Heeren Loo).

    Fluency in Reading: Behavioural and neural correlates of cognitive processing in children with developmental dyslexia and typically reading children. With Maurits van der Molen and Hilde Huizenga, PhD student Maaike Zeguers. Amsterdam Brain and Cognition (ABC)  research priority project

    Associative learning in reading fluency: neurocognitive processes underlying reading fluency and fluency training. With Maurits van der Molen and Jurgen Tijms, PhD student Sebastián Aravena. University of Amsterdam and IWAL institutes for Dyslexia

    Teaching

    A selection of my teaching courses: Childhood: Clinical and School Psychology,  Practical Intervention skills, Supervising Bachelor and Master theses, Lectures on Foreign language learning, Dyslexia and Reading Development,  Supervising Practical Internships , and coordination of the Advanced Internship Learning disabilities at the Rudolf Berlin Center

    Awards

    Nihayra Leona winner of UvA Psychology Research Master Thesis Prize 2014.

    Title: Application of the Theory of Planned Behavior to Low-Achieving Adolescents' Reading Behavior in Different Reading Contexts

    Supervisors: Patrick Snellings, Amos van Gelderen and Mariska Okkinga 

    Selected Publications

    Olkkonen, S., Snellings, P., Veivo, O. et al. (2024). Cognitive Fluency in L2: The Effect of Automatic and Controlled Lexical Processing on Speech Rate. J Psycholinguist Res 53, 66. https://doi.org/10.1007/s10936-024-10099-0

    van der Molen, M. W., Snellings, P., Aravena, S., Fraga González, G., Zeguers, M. H., Verwimp, C., & Tijms, J. (2024). Dyslexia, the Amsterdam Way. Behavioral Sciences, 14(1), 72.

    Verwimp, C., Vaessen, A., Snellings, P., Wiers, R.W., & Tijms, J. (2024). The COVID generation: Online dyslexia treatment equally effective as face-to-face treatment in a Dutch sample. Ann. of Dyslexia (2024). https://doi.org/10.1007/s11881-023-00298-0

    Verwimp, C., Tijms, J., Snellings, P., & Wiers, R.W. (2023). A randomised proof-of-concept trial on the effectiveness of a game-based training of phoneme-grapheme correspondences in pre-readers. Journal of Computer Assisted Learning. https://doi.org/10.1111/jcal.12821

    Verwimp, C., Tijms, J., Snellings, P., & Wiers, R. W. (2023). Goal-Directedness Enhances Letter-Speech Sound Learning and Consolidation in an Unknown Orthography. Child Developmenthttps://doi.org/10.1111/cdev.13901

    Van Koert, M. J. H., Leona, N. L., Rispens, J. E., Tijms, J., Van der Molen, M. W., Daal, V. 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. https://doi.org/10.1515/9783110743043-003

    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. https://doi.org/10.1017/S0954579421000365

    Nihayra L. Leona, Margreet J.H. van Koert, Maurits W. van der Molen, Judith E. Rispens, Jurgen Tijms, Patrick Snellings (2021). Explaining individual differences in young English language learners’ vocabulary knowledge: The role of Extramural English Exposure and motivation, System, Volume 96, 2021, 102402, ISSN 0346-251X, https://doi.org/10.1016/j.system.2020.102402

    Verburg, M., Snellings, P., Zeguers, M. H. T., & Huizenga, H. (2019). Positive-blank versus negative-blank feedback learning in children and adults. Quarterly Journal of Experimental Psychology. https://doi.org/10.1177/1747021818769038

    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, 54(12), 2274-2290. https://doi.org/10.1037/dev0000606

    Zeguers, M. H. T., Huizenga, H., & M.W. van der Molen, & Snellings, P. (2017). Time course analyses of orthographic and phonological priming effects in developing  readers. Quarterly Journal of Experimental Psychology. doi: 10.1080/17470218.2017.1345958

    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

    S. Aravena, Tijms, J., Snellings, P., & M.W. van der Molen (2016). Predicting responsiveness to intervention in dyslexia using dynamic assessment. Learning and Individual Differences, July 2016, 209–215,  doi:10.1016/j.lindif.2016.06.024.

    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, preventie en behandeling van dyslexie. Acco: Leuven/Den Haag.

    S. Aravena, Snellings, P., J. Tijms & M.W. van der Molen (2013). A lab-controlled simulation of a letter–speech sound binding deficit in dyslexia. Journal of Experimental Child Psychology, 115(4), 691-707.

    M.H.T. Zeguers, P. Snellings, J. Tijms, W.D. Weeda, P. Tamboer, A. Bexkens & H.M. Huizenga (2011). Specifying theories of developmental dyslexia: a diffusion model analysis of word recognition. Developmental Science, 14(6), 1340-1354.

    Snellings, P. , Leij, A. v. d., de Jong, P. F., & Blok, H. (2010). Reading fluency and speech perception speed of beginning readers with persistent reading problems: the perception of initial stop consonants and consonant clusters. Annals of Dyslexia, 60 , 151-174.

    Snellings, P. , van der Leij, A., de Jong, P. F., & Blok, H. (2009). Enhancing the Reading Fluency and Comprehension of Children With Reading Disabilities in an Orthographically Transparent Language. Journal of Learning Disabilities, 42 (4), 291-305.

    Van Gelderen, A., Schoonen, R., De Glopper, K., Hulstijn, J., Simis, A., Snellings, P., & Stevenson, M. (2004). Linguistic Knowledge, Processing Speed and Metacognitive Knowledge in First and Second Language Reading Comprehension; A Componential Analysis. Journal of Educational Psychology, 96(1), 19-30.

    Snellings, P. , Van Gelderen, A., & De Glopper, K. (2004). The effect of enhanced lexical retrieval on L2 writing; a classroom experiment. Applied Psycholinguistics, 25 (2), 175-200.

    Snellings, P. , Van Gelderen, A., & De Glopper, K. (2004). Validating a test of second language written lexical retrieval: a new measure of fluency in written language production. Language Testing, 21 (2), 174-201.

  • Publications

    2024

    • Verwimp, C., Vaessen, A., Snellings, P., Wiers, R. W., & Tijms, J. (2024). The COVID generation: Online dyslexia treatment equally effective as face-to-face treatment in a Dutch sample. Annals of Dyslexia. Advance online publication. https://doi.org/10.1007/s11881-023-00298-0
    • van der Molen, M. W., Snellings, P., Aravena, S., Fraga González, G., Zeguers, M. H. T., Verwimp, C., & Tijms, J. (2024). Dyslexia, the Amsterdam Way. Behavioral Sciences, 14(1), Article 72. https://doi.org/10.3390/bs14010072 [details]

    2023

    2022

    • Van Koert, M. J. H., Leona, N. L., Rispens, J. E., Tijms, J., Van der Molen, M. W., van Daal, V. H. P., & Snellings, P. (2022). The role of memory in the acquisition of vocabulary and grammar in the first language and in English as a foreign language. In V. De Wilde, & C. Goriot (Eds.), Second Language Learning Before Adulthood: Individual Differences in Children and Adolescents (pp. 31-64). (Studies on Language Acquisition ; Vol. 65). De Gruyter Mouton. Advance online publication. https://doi.org/10.1515/9783110743043-003 [details]

    2021

    2019

    2018

    2016

    2014

    • Zeguers, M. H. T., Snellings, P., Huizenga, H. M., & van der Molen, M. W. (2014). Time course analyses of orthographic and phonological priming effects during word recognition in a transparent orthography. Quarterly Journal of Experimental Psychology, 67(10), 1925-1943. https://doi.org/10.1080/17470218.2013.879192 [details]

    2013

    • 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(4), 691-707. https://doi.org/10.1016/j.jecp.2013.03.009 [details]

    2011

    • Zeguers, M. H. T., Snellings, P., Tijms, J., Weeda, W. D., Tamboer, P., Bexkens, A., & Huizenga, H. M. (2011). Specifying theories of developmental dyslexia: a diffusion model analysis of word recognition. Developmental Science, 14(6), 1340-1354. https://doi.org/10.1111/j.1467-7687.2011.01091.x [details]

    2010

    • Snellings, P., van der Leij, A., Blok, H., & de Jong, P. F. (2010). Reading fluency and speech perception speed of beginning readers with persistent reading problems: the perception of initial stop consonants and consonant clusters. Annals of Dyslexia, 60(2), 151-174. https://doi.org/10.1007/s11881-010-0039-4 [details]

    2009

    • Schoonen, R., Snellings, P., Stevenson, M., & van Gelderen, A. (2009). Towards a blueprint of the foreign language writer: the linguistic and cognitive demands of foreign language writing. In R. M. Manchón (Ed.), Writing in foreign language contexts: learning, teaching, and research (pp. 77-101). (Second language acquisition; No. 43). Multilingual Matters. [details]
    • Snellings, P., van der Leij, A., de Jong, P. F., & Blok, H. (2009). Enhancing the reading fluency and comprehension of children with reading disabilities in an orthographically transparent language. Journal of Learning Disabilities, 42(4), 291-305. https://doi.org/10.1177/0022219408331038 [details]

    2004

    • Snellings, P., van Gelderen, A., & de Glopper, K. (2004). The effect of enhanced lexical retrieval on second language writing: a classroom experiment. Applied Psycholinguistics, 25(2), 175-200. https://doi.org/10.1017/S0142716404001092 [details]
    • Snellings, P., van Gelderen, A., & de Glopper, K. (2004). Validating a test of second language written lexical retrieval: a new measure of fluency in wrtitten language production. Language Testing, 21(2), 174-201. https://doi.org/10.1191/0265532204lt276oa [details]
    • van Gelderen, A., Schoonen, R., de Glopper, K., Hulstijn, J., Simis, A., Snellings, P., & Stevenson, M. (2004). Linguistic knowledge, processing speed and metacognitive knowledge in first and second language reading comprehension; a componential analysis. Journal of Educational Psychology, 96(1), 19-30. https://doi.org/10.1037/0022-0663.96.1.19 [details]

    2003

    • Schoonen, R., van Gelderen, A., de Glopper, K., Hulstijn, J., Simis, A., Snellings, P., & Stevenson, M. (2003). First language and second language writing: the role of linguistic knowledge, speed of processing, and metacognitive knowledge. Language Learning, 53(1), 165-202. https://doi.org/10.1111/1467-9922.00213 [details]
    • van Gelderen, A., Schoonen, R., de Glopper, K., Hulstijn, J., Snellings, P., Simis, A., & Stevenson, M. (2003). Roles of linguistic knowledge, metacognitive knowledge and processing speed in L3, L2 and L1 reading comprehension: a structural equation modeling approach. International Journal of Bilingualism, 7(1), 7-25. https://doi.org/10.1177/13670069030070010201 [details]

    2002

    • Schoonen, R., van Gelderen, A., de Glopper, K., Hulstijn, J., Snellings, P., Simis, A., & Stevenson, M. (2002). Linguistic knowledge, metacognitive knowledge and retrieval speed in L1, L2 and EFL writing. A structural equation modelling approach. In S. Ransdell, & M-L. Barbier (Eds.), New directions for research in L2 writing (pp. 101-122). (Studies in writing; No. 11). Dordrecht: Kluwer Academic Publishers. [details]
    • Snellings, P., van Gelderen, A. J. S., & de Glopper, K. (2002). Lexical retrieval: an aspect of fluent second language production that can be enhanced. Language Learning, 52(4), 723-754. https://doi.org/10.1111/1467-9922.00202 [details]

    1999

    • van Gelderen, A. J. S., de Glopper, K., Hulstijn, J. H., Schoonen, R., Simis, A. H. J., Snellings, P., & Stevenson, M. (1999). Higher and lower order reading skills in Dutch L1 and English (FL). Evidence for a threshold hypothesis? In Abstracts AILA '99 Tokyo, 12th World Congress of Applied Linguistics. Tokyo: Waseda University. [details]
    • van Gelderen, A. J. S., de Glopper, K., Hulstijn, J. H., Schoonen, R., Simis, A. H. J., Snellings, P., & Stevenson, M. (1999). Reading skills in ESL of Dutch students. The relation between L1 and ESL higher and lower order language skills. In Abstracts EUROSLA 9, The ninth Annual Conference of the European Second Language Association Lund: Lund University. [details]

    2009

    • Taal, M., & Snellings, P. (Eds.) (2009). Interventies in het onderwijs: leerproblemen. Boom onderwijs. [details]

    2004

    • Snellings, P., van Gelderen, A. J. S., & de Glopper, K. (2004). The effect of enhanced lexical retrieval on L2 writing. Applied Psycholinguistics, 25, 175-200. [details]
    • Snellings, P., van Gelderen, A. J. S., & de Glopper, K. (2004). Validating a test of L2 written lexical retrieval: a new measure of fluent written language production. Language Testing, 21(2), 174-201. [details]
    • Snellings, P., van der Leij, D. A. V., Blok, H., & de Jong, P. F. (2004). Speech perception in dylexic children: the issue of stop consonants and consonants clusters in Dutch. In Sixth BDA international conference 27th-30th March 2004 British Dyslexia Association.

    2003

    • Schoonen, R., Van Gelderen, A., De Glopper, K., Hulstijn, J., Simis, A., Snellings, P., & Stevenson, M. (2003). Erratum: First Language and Second Language Writing: The Role of Linguistic Knowledge, Speed of Processing, and Metacognitive Knowledge (Language Learning 53:1). Language Learning, 53(4), 817.
    • Snellings, P., van Gelderen, A. J. S., & de Glopper, K. (2003). Wat is het belang van een verhoogde woordophaalsnelheid voor het schrijven in een vreemde taal? Levende Talen Tijdschrift, 4(3), 21-29. [details]
    • van Gelderen, A. J. S., de Glopper, R., Hulstijn, J. H., Simis, A., Snellings, P., & Stevenson, M. (2003). Roles of linguistic knowledge, metacognitive knowledge and processing speed in L3, L2 and L1 reading comprehension: a structural equation modelling approach. International Journal of Bilingualism, 7(1), 7-25. [details]

    2022

    2016

    • Snellings, P., & Zeguers, M. (Eds.) (2016). Interventies in het onderwijs: Leerproblemen. (2 ed.) Boom. [details]
    • Tijms, J., Scheltinga, F., Zeguers, M., & Snellings, P. (2016). Dyslexie. In P. Snellings, & M. Zeguers (Eds.), Interventies in het onderwijs: leerproblemen (2e ed., pp. 41-66). Boom. [details]
    • Zeguers, M., & Snellings, P. (2016). De ontwikkeling en het trainen van leesvloeiendheid. In W. Van den Broeck (Ed.), Handboek Dyslexieonderzoek: Wetenschappelijke inzichten in diagnostiek, oorzaken, preventie en behandeling van dyslexie (pp. 87-108). Leuven: Acco. [details]

    2013

    • Snellings, P., & de Waard, P. (2013). Moet de schildpad toch een haas worden? Het belang van vlot lezen voor zwakke lezers. In D. Schram (Ed.), De aarzelende lezer over de streep: recente wetenschappelijke inzichten (pp. 69-84). (Stichting Lezen reeks; No. 22). Eburon. [details]

    2009

    • Tijms, J., Scheltinga, F., & Snellings, P. (2009). Dyslexie. In M. Taal, & P. Snellings (Eds.), Interventies in het onderwijs: Leerproblemen (pp. 34-59). Boom. [details]

    2015

    • Zeguers, M. H. T., Snellings, P., Huizenga, H. M., & van der Molen, M. W. (2015). Time course analyses of orthographic and phonological priming effects during word recognition in a transparent orthography. Poster session presented at The annual conference of the Society for the Scientific Studies of Reading, .

    2012

    • van Daal, V., & Snellings, P. J. F. (2012). Development of direct assessments: Spoken L2 abilities. Paper presented at Second Language Research Forum (SLRF), University of Pittsburgh, USA..

    Prize / grant

    • Snellings, P. & Visser, I. (2022). A Study into the Reading Strategies of students reading English learning materials (EyeRead).
    • Snellings, P. (2020). Proof-Of-Concept study into the conceptual, technical, societal and economic viability of the Rock-it Microgame for English vocabulary and spelling.
    • van der Molen, M., Snellings, P., Rispens, J. & Tijms, J. (2015). All children are equal but some are more equal than others. Improving the acquisition of English at school.
    • Leona, N., Snellings, P., van Gelderen, A. & Okkinga, M. (2014). Application of the Theory of Planned Behavior to Low-Achieving Adolescents' Reading Behavior in Different Reading Contexts.
    • van der Molen, M. W., Snellings, P. J. F., Rispens, J. E. & Tijms, J. (2014). NRO Proo grant All children are equal but some are more equal than others. Improving the acquisition of English at school..
    • Tijms, J., van der Molen, M. & Snellings, P. (2009). Improving reading fluency: the role of associative learning and massive exposure.
    • Snellings, P., van der Molen, M. & Huizenga, H. (2008). Fluency in reading: Behavioral and neural correlates of cognitive processing in children with developmental dyslexia and typically reading children, with Maurits van der Molen and Hilde Huizenga.

    Membership / relevant position

    • Snellings, P. (2006-2023). Voting member, SSSR Society for the Scientific Study of Reading.
    • Snellings, P. (2006-2023). ANELA Nederlandse Vereniging voor Toegepaste Taalkunde, ANELA Nederlandse Verneiging voor Toegepaste Taalkunde.

    Journal editor

    • Snellings, P. (member of editorial board) (2023-2025). Dyslexia (Journal).
    • Snellings, P. (member of editorial board) (2014-2027). Annals of Dyslexia (Journal).
    • Snellings, P. (member of editorial board) (2009-2017). Language Learning & Technology (Journal).

    Talk / presentation

    • Leona, N. (speaker), Snellings, P. (speaker), Rispens, J. (speaker), Tijms, J. (speaker), van der Molen, M. (speaker) & van Koert-Hoogervorst, M. (speaker) (27-11-2019). English Orthography Made More Transparent: Young Learners’ Flow Experience while Playing Rock It, European Association for Practitioner Research on Improving Learning (EAPRIL) 2019, Tartu.
    • Leona, N. (invited speaker), Snellings, P. J. F. (speaker), Rispens, J. E. (speaker), van der Molen, M. W. (speaker), van Koert-Hoogervorst, M. J. H. (speaker) & Tijms, J. (speaker) (18-12-2018). The essential role of extramural English for Dutch Young English Language Learners' vocabulary learning, Bijdrage aan het symposium Foreign language use in education op COM2018 (Conference on Multilingualism). Gent, België, Gent.
    • Leona, N. (speaker), Rispens, J. E. (speaker), van der Molen, M. W. (speaker), van Koert-Hoogervorst, M. J. H. (speaker), Tijms, J. (speaker) & Snellings, P. J. F. (speaker) (1-6-2018). Extramural exposure, not motivation, is critical to children’s second language learning, Anéla 2018 , Egmond aan Zee.
    • Leona, N. (speaker), Rispens, J. (speaker), van der Molen, M. (speaker), van Koert-Hoogervorst, M. (speaker), Tijms, J. (speaker) & Snellings, P. (speaker) (1-6-2018). Extramural English vs. Motivation: Extramural English as the More Important Predictor of English Language Learners’ Vocabulary, Anela conferentie, Egmond aan Zee.
    • Leona, N. (speaker) & Snellings, P. J. F. (speaker) (1-11-2017). Engelse taalvaardigheid in PO, NRO Conferentie Onderwijs en Onderzoek, Amersfoort.
    • Snellings, P. J. F. (speaker) & Leona, N. L. (speaker) (1-11-2017). Engelse Taalvaardigheid in het Primair Onderwijs, NRO Conferentie Onderwijs en Onderzoek, Amersfoort.
    • Leona, N. (speaker), Rispens, J. (speaker), van der Molen, M. (speaker), van Koert-Hoogervorst, M. (speaker), Tijms, J. (speaker) & Snellings, P. (speaker) (26-10-2017). Extramural English vs. motivation: Extramural English as the more important predictor of English language learners’ vocabulary, ORWELL symposium, Amsterdam.
    • van Koert-Hoogervorst, M. J. H. (speaker), Rispens, J. E. (speaker), Leona, N. L. (speaker), van der Molen, M. W. (speaker) & Snellings, P. J. F. (speaker) (9-6-2017). Het ORWELL project: voorspellen en stimuleren van Engels leren op de basisschool, Workshop Vreemdetalenonderwijs voor kinderen met een taalontwikkelingsstoornis.
    • Zeguers, M. H. T. (speaker), Aravena, S. (speaker), Tijms, J. (speaker) & Snellings, P. J. F. (speaker) (12-4-2017). Een passender kijk op leesvloeiendheid en Dyslexie. Recent scientific findings and their implications for educational practice, Symposium Rudolf Berlin Center.
    • Snellings, P. (speaker) (8-11-2012). Should the tortoise become a hare? The importance of fluent reading for poor readers, Scientific conference The halting reader past the finish (“De aarzelende lezer over de streep”) of the Dutch reading society (Stichting Lezen), Amsterdam.
    • de Glopper, C. M. (speaker), van Gelderen, A. J. S. (speaker), Schoonen, J. J. M. (speaker), Hulstijn, J. H. (speaker), Snellings, P. (speaker) & Stevenson, M. (speaker) (16-12-2002). Transfer van lees- en schrijfvaardigheid van het Nederlands naar het Engels, Paper gepresenteerd op het VIOT-congres, Antwerpen.
    • van Gelderen, A. J. S. (speaker), Schoonen, J. J. M. (speaker), de Glopper, C. M. (speaker), Hulstijn, J. H. (speaker), Simis, A. H. J. (speaker), Snellings, P. (speaker) & Stevenson, M. (speaker) (24-2-2001). The role of speed and knowledge factors in reading comprehension in English L2 and Dutch L1, Annual Conference of the American Association of Applied Linguistics (AAAL), St. Louis.
    • Schoonen, J. J. M. (speaker), de Glopper, K. (speaker), Hulstijn, J. H. (speaker), Simis, A. (speaker), Stevenson, M. (speaker), van Gelderen, A. (speaker) & Snellings, P. (speaker) (11-3-2000). Secondary school writing in EFL and L1 (Dutch): the role of higher-orde and lower-order skills, Paper presented at AAAL, Vancouver.

    2023

    • Verwimp, C. T. (2023). Multidimensional etiology and individual differences in developmental dyslexia. [Thesis, externally prepared, Universiteit van Amsterdam]. [details]

    2017

    • Aravena, S. (2017). Letter-speech sound learning in children with dyslexia: From behavioral research to clinical practice. [Thesis, fully internal, Universiteit van Amsterdam]. [details]
    • Zeguers, M. H. T. (2017). Why so fast? An investigation of the cognitive and affective processes underlying successful and failing development of reading fluency. [Thesis, fully internal, Universiteit van Amsterdam]. [details]
    This list of publications is extracted from the UvA-Current Research Information System. Questions? Ask the library or the Pure staff of your faculty / institute. Log in to Pure to edit your publications. Log in to Personal Page Publication Selection tool to manage the visibility of your publications on this list.
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