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/
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.
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.
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
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
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
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.