Robin van Rijthoven
Biographic Data
| ID | 9329015 |
|---|---|
| NAME | Robin van Rijthoven |
| GIVEN NAMES | Robin |
| FAMILY NAME | van Rijthoven |
| SIGNATURE | VAN RIJTHOVEN R |
| AFFILIATIONS | Radboud University Nijmegen |
| ORCID | 0000-0002-2800-1246 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 0 |
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…
No prominent works on this page.
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…
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, …
Cognition (2 works) · Developmental psychology (2 works) · Dyslexia (2 works) · Linguistics (2 works) · Phonics (2 works) · Psychology (2 works) · Reading and Literacy Development (2 works) · Spelling (2 works) · Writing and Handwriting Education (2 works) · Cognitive psychology (1 work)