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

Faculty of Social and Behavioural Sciences
Programme group Developmental Psychology
Photographer: onbekend

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

    Positions

    I am an Assistant Professor at 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/

    Research

    My research interests are the underlying mechanisms of learning and succesful teaching approaches. My focus is on educational and school psychology with a special interest in first language acquisition and foreign language learning. I also focus on the nature of learning disabilities such as developmental dyslexia. Another interest is how fluent reading and writing skills can be obtained both in a native language and in a second language like English. I am also working in the area of cognitive plasticity and ways to remediate learning disabilities by targeted training studies. My research is carried out within the Rudolf Berlin Center and NWO funded projects.

    Ongoing Research Projects

    All children are equal but some are more equal than others. Improving the acquisition of English at school, ORWELL (with Judith Rispens, Jurgen Tijms and Maurits van der Molen), PhD student: Nihayra Leona, Postdoc: Margreet van Koert. NWO-Nationaal Regieorgaan Onderwijsonderzoek (NRO). This project aims to 1. Unravel cognitive, linguistic and motivational predictors for succesful English learning in the highest three grades of primary education. 2. To develop individualized teaching methods for learning English.

    Completed Research Projects

    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

    Advanced course School psychology,  Supervising Bachelor and Master theses, Lectures on Dyslexia for Key Issues in School Psychology, Foundation Course School Psychology,  Collective Meetings Practical Internships, Supervising Practical Internships , Advanced Internship Learning disabilities at 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

    Verburg, M., Snellings, P., Zeguers, M. H. T., & Huizenga, H. (2018). Positive-blank versus negative-blank feedback learning in children and adults. Quarterly Journal of Experimental Psychology. doi.org/10.1177/1747021818769038

    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

    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. A, Human 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). Bristol: 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. (2009). Interventies in het onderwijs: leerproblemen. Amsterdam: 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]

    2003

    • 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]

    2016

    • Snellings, P., & Zeguers, M. (2016). Interventies in het onderwijs: Leerproblemen. (2 ed.) Amsterdam: Boom. [details]
    • Tijms, J., Scheltinga, F., Zeguers, M., & Snellings, P. (2016). Dyslexie. In P. Snellings, & M. Zeguers (Eds.), Interventies in het onderwijs: leerproblemen (2 ed., pp. 41-66). Amsterdam: 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). Delft: 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). Amsterdam: 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., .

    2004

    • Snellings, P., van der Leij, D. A. V., Blok, H., & de Jong, P. F. Speech perception in dylexic children: the issue of stop consonants and consonants clusters in Dutch.

    Award

    • Snellings, P. (2017). Predicting and improving English foreign language skills in elementary school children.
    • Snellings, P. (2015). All children are equal but some are more equal than others. Improving the acquisition of English at school.
    • 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..
    • Snellings, P. (2009). Improving reading fluency: the role of associative learning and massive exposure..
    • Snellings, P. (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

    • 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) (2014-). Annals of Dyslexia (Journal).
    • Snellings, P. J. F. (editor) (2010-2017). Language Learning & Technology (Journal).
    • Snellings, P. (member of editorial board) (2009-2017). Language Learning & Technology (Journal).

    Talk / presentation

    • Snellings, P. J. F. (speaker) & Leona, N. L. (speaker) (1-11-2017). Engelse Taalvaardigheid in het Primair Onderwijs, NRO Conferentie Onderwijs en Onderzoek, Amersfoort, Netherlands.
    • 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.

    2017

    • Aravena, S. (2017). Letter-speech sound learning in children with dyslexia: From behavioral research to clinical practice. [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. [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.
  • Ancillary activities
    • No ancillary activities