Cara Verwimp
Biographic Data
| ID | 9328624 |
|---|---|
| NAME | Cara Verwimp |
| GIVEN NAMES | Cara |
| FAMILY NAME | Verwimp |
| SIGNATURE | VERWIMP C |
| AFFILIATIONS | University of Amsterdam |
| ORCID | 0000-0002-5444-303X |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Psychological interventions for children with chronic physical conditions
The Covid generation
Due to pandemic-induced lockdown(s) in 2020, dyslexia treatment was forced to move to online platforms. This study examined whether Dutch children who received online treatment progressed as much in their reading and spelling performance as children who received the usual face-to-face treatment. To this end, 254 children who received treatment-as-usual were compared to 162 children who received online treatment with Bayesian methods. The advantag…
Developing and validating an abbreviated adult reading history questionnaire in the Finnish and Dutch contexts
Background The adult reading history questionnaire (ARHQ) is frequently used in research on adult dyslexia and family risk for dyslexia. However, this measure is lengthy (23 items), reducing its applicability in studies with extensive assessment batteries. Methods We identified the best‐performing ARHQ items in a sample of 396 Finnish adults using exploratory factor analysis and item response theory. Consequently, we validated the brief questionn…
A randomised proof‐of‐concept trial on the effectiveness of a game‐based training of phoneme‐grapheme correspondences in pre‐readers
Goal-directedness enhances letter-speech sound learning and consolidation in an unknown orthography
This study examined how top-down control influenced letter-speech sound (L-SS) learning, the initial phase of learning to read. In 2020, 107 Dutch children (53 boys, M age = 106.845 months) learned eight L-SS correspondences, either preceded by goal-directed or implicit instructions. Symbol knowledge and artificial word-reading ability were assessed immediately after learning and on the subsequent day to examine the effect of sleep. Goal-directed…
Pre-literacy heterogeneity in Dutch-speaking kindergartners
No prominent works on this page.
Pre-literacy heterogeneity in Dutch-speaking kindergartners
A randomised proof‐of‐concept trial on the effectiveness of a game‐based training of phoneme‐grapheme correspondences in pre‐readers
Goal-directedness enhances letter-speech sound learning and consolidation in an unknown orthography
This study examined how top-down control influenced letter-speech sound (L-SS) learning, the initial phase of learning to read. In 2020, 107 Dutch children (53 boys, M age = 106.845 months) learned eight L-SS correspondences, either preceded by goal-directed or implicit instructions. Symbol knowledge and artificial word-reading ability were assessed immediately after learning and on the subsequent day to examine the effect of sleep. Goal-directed…
The Covid generation
Due to pandemic-induced lockdown(s) in 2020, dyslexia treatment was forced to move to online platforms. This study examined whether Dutch children who received online treatment progressed as much in their reading and spelling performance as children who received the usual face-to-face treatment. To this end, 254 children who received treatment-as-usual were compared to 162 children who received online treatment with Bayesian methods. The advantag…
Developing and validating an abbreviated adult reading history questionnaire in the Finnish and Dutch contexts
Background The adult reading history questionnaire (ARHQ) is frequently used in research on adult dyslexia and family risk for dyslexia. However, this measure is lengthy (23 items), reducing its applicability in studies with extensive assessment batteries. Methods We identified the best‐performing ARHQ items in a sample of 396 Finnish adults using exploratory factor analysis and item response theory. Consequently, we validated the brief questionn…
Psychological interventions for children with chronic physical conditions
Psychology (5 works) · Developmental psychology (4 works) · Linguistics (4 works) · Reading and Literacy Development (4 works) · Artificial Intelligence (3 works) · Cognitive psychology (3 works) · Computer Science (3 works) · Dyslexia (3 works) · Clinical Psychology (2 works) · Cognition (2 works)