Tijs Kleemans
Biographic Data
| ID | 2746971 |
|---|---|
| NAME | Tijs Kleemans |
| GIVEN NAMES | Tijs |
| FAMILY NAME | Kleemans |
| SIGNATURE | KLEEMANS T |
| AFFILIATIONS | Radboud University Nijmegen |
| ORCID | 0000-0002-7603-6005 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 28 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Parental Numeracy Expectations, Home Numeracy Activities, and Children’s Early Numeracy Skills in Mainland China Across Urban and Rural Areas
Research Findings: This study aimed to examine the relationships between HNE (parental numeracy expectations and home numeracy activities) and children’s early numeracy skills, as well as the moderating effect of area level in the relationship between home numeracy activities and early numeracy, were explored. One hundred and eighty-two kindergarten children (Mage = 55.17 months) were assessed on early numeracy skills, and their parents completed…
A digital boost of the home literacy environment positively impacts early reading and vocabulary development of Indonesian 1 st graders at-risk
A meta-analysis revealed significant learning delays among school-aged children from low-socioeconomic families during the pandemic, highlighting the need for additional assistance in early reading and vocabulary development. Traditional home literacy environment (HLE) interventions have had very small effects, suggesting that digital interventions may offer a viable solution. This study investigated whether digitally boosting the HLE could impro…
Home literacy and numeracy precursors of Chinese kindergarteners’ early literacy and mathematics achievements
The role of the traditional and digital home literacy environment in Chinese Kindergartners’ language and early literacy
Early intervention of language and behavior in monolingual and bilingual preschoolers with Developmental Language Disorders
In the present study, we investigated Dutch language and behavior progress in monolingual and bilingual preschoolers with developmental language disorders (DLD). All were enrolled in an early intervention program targeting language and communication in interaction. Following a pretest–posttest design, 100 monolingual children (MAGE = 3;5) and 50 bilingual children (MAGE = 3;6) were tested on receptive and expressive vocabulary, language comprehen…
Compensatory role of verbal learning and consolidation in reading and spelling of children with dyslexia
The present study investigated the compensatory role of verbal learning and consolidation in reading and spelling of children with ( N = 54) and without dyslexia ( N = 36) and the role of verbal learning (learning new verbal information) and consolidation (remember the learned information over time) on the response to a phonics through spelling intervention of children with dyslexia. We also took phonological awareness, rapid automatized naming, …
Semantics impacts response to phonics through spelling intervention in children with dyslexia
We examined the response to a phonics through spelling intervention in 52 children with dyslexia by analyzing their phonological, morphological, and orthographical spelling errors both before and after the intervention whereas their spelling errors before the intervention were compared with those of 105 typically developing spellers. A possible compensatory role of semantics on the intervention effects was also investigated. Results showed that b…
How executive functions contribute to reading comprehension
BackgroundExecutive functions have been proposed to account for individual variation in reading comprehension beyond the contributions of decoding skills and language skills. However, insight into the direct and indirect effects of multiple executive functions on fifth-grade reading comprehension, while accounting for decoding and language skills, is limited.AimThe present study investigated the direct and indirect effects of fourth-grade executi…
Individual differences in basic arithmetic skills in children with and without developmental language disorder
Child and home predictors of early numeracy skills in kindergarten
Relations between home numeracy experiences and basic calculation skills of children with and without specific language impairment
Child and home predictors of early numeracy skills in kindergarten
How executive functions contribute to reading comprehension
BackgroundExecutive functions have been proposed to account for individual variation in reading comprehension beyond the contributions of decoding skills and language skills. However, insight into the direct and indirect effects of multiple executive functions on fifth-grade reading comprehension, while accounting for decoding and language skills, is limited.AimThe present study investigated the direct and indirect effects of fourth-grade executi…
Individual differences in basic arithmetic skills in children with and without developmental language disorder
Relations between home numeracy experiences and basic calculation skills of children with and without specific language impairment
The role of the traditional and digital home literacy environment in Chinese Kindergartners’ language and early literacy
Child and home predictors of early numeracy skills in kindergarten
Relations between home numeracy experiences and basic calculation skills of children with and without specific language impairment
Individual differences in basic arithmetic skills in children with and without developmental language disorder
Semantics impacts response to phonics through spelling intervention in children with dyslexia
We examined the response to a phonics through spelling intervention in 52 children with dyslexia by analyzing their phonological, morphological, and orthographical spelling errors both before and after the intervention whereas their spelling errors before the intervention were compared with those of 105 typically developing spellers. A possible compensatory role of semantics on the intervention effects was also investigated. Results showed that b…
How executive functions contribute to reading comprehension
BackgroundExecutive functions have been proposed to account for individual variation in reading comprehension beyond the contributions of decoding skills and language skills. However, insight into the direct and indirect effects of multiple executive functions on fifth-grade reading comprehension, while accounting for decoding and language skills, is limited.AimThe present study investigated the direct and indirect effects of fourth-grade executi…
Compensatory role of verbal learning and consolidation in reading and spelling of children with dyslexia
The present study investigated the compensatory role of verbal learning and consolidation in reading and spelling of children with ( N = 54) and without dyslexia ( N = 36) and the role of verbal learning (learning new verbal information) and consolidation (remember the learned information over time) on the response to a phonics through spelling intervention of children with dyslexia. We also took phonological awareness, rapid automatized naming, …
The role of the traditional and digital home literacy environment in Chinese Kindergartners’ language and early literacy
Early intervention of language and behavior in monolingual and bilingual preschoolers with Developmental Language Disorders
In the present study, we investigated Dutch language and behavior progress in monolingual and bilingual preschoolers with developmental language disorders (DLD). All were enrolled in an early intervention program targeting language and communication in interaction. Following a pretest–posttest design, 100 monolingual children (MAGE = 3;5) and 50 bilingual children (MAGE = 3;6) were tested on receptive and expressive vocabulary, language comprehen…
A digital boost of the home literacy environment positively impacts early reading and vocabulary development of Indonesian 1 st graders at-risk
A meta-analysis revealed significant learning delays among school-aged children from low-socioeconomic families during the pandemic, highlighting the need for additional assistance in early reading and vocabulary development. Traditional home literacy environment (HLE) interventions have had very small effects, suggesting that digital interventions may offer a viable solution. This study investigated whether digitally boosting the HLE could impro…
Home literacy and numeracy precursors of Chinese kindergarteners’ early literacy and mathematics achievements
Parental Numeracy Expectations, Home Numeracy Activities, and Children’s Early Numeracy Skills in Mainland China Across Urban and Rural Areas
Research Findings: This study aimed to examine the relationships between HNE (parental numeracy expectations and home numeracy activities) and children’s early numeracy skills, as well as the moderating effect of area level in the relationship between home numeracy activities and early numeracy, were explored. One hundred and eighty-two kindergarten children (Mage = 55.17 months) were assessed on early numeracy skills, and their parents completed…
Psychology (10 works) · Developmental psychology (9 works) · Reading and Literacy Development (9 works) · Cognition (6 works) · Linguistics (6 works) · Literacy (6 works) · Pedagogy (6 works) · Cognitive and developmental aspects of mathematical skills (4 works) · Numeracy (4 works) · Vocabulary (4 works)