Fotograaf: Jeroen Oerlemans

dhr. prof. dr. P.F. (Peter) de Jong

  • Faculteit der Maatschappij- en Gedragswetenschappen
    Programmagroep: Onderwijsleerprocessen en Onderwijsleerproblemen (O&O)
  • Bezoekadres
    Nieuwe Achtergracht 127  Amsterdam
  • Postadres:
    Postbus  15780
    1001 NG  Amsterdam
    T: 0205251514


  • Zee, M., Koomen, H. M. Y., Jellesma, F. C., Geerlings, J., & de Jong, P. F. (2016). Inter- and intra-individual differences in teachers' self-efficacy: A multilevel factor exploration. Journal of School Psychology, 55, 39-56. DOI: 10.1016/j.jsp.2015.12.003 [details]
  • Zee, M., de Jong, P. F., & Koomen, H. M. Y. (2016). Teachers’ self-efficacy in relation to individual students with a variety of social–emotional behaviors: A multilevel investigation. Journal of Educational Psychology, 108(7), 1013-1027. DOI: 10.1037/edu0000106 [details]
  • de Jong, E. M., Jellesma, F. C., Koomen, H. M. Y., & de Jong, P. F. (2016). A values-affirmation intervention does not benefit negatively stereotyped immigrant students in the Netherlands. Frontiers in Psychology, 7, 691. DOI: 10.3389/fpsyg.2016.00691 [details]
  • van den Boer, M., Georgiou, G., & de Jong, P. F. (2016). Naming of short words is (almost) the same as naming of alphanumeric symbols: Evidence from two orthographies. Journal of Experimental Child Psychology, 144, 152-165. [details]
  • van den Boer, M., & de Jong, P. F. (2016). Meer en minder bekende oorzaken van dyslexie. In Handboek dyslexieonderzoek. (pp. 71-86). Leuven: Uitgeverij ACCO. [details]
  • Carrion-Castillo, A., van Bergen, E., Vino, A., van Zuijen, T. L., de Jong, P. F., Francks, C., & Fisher, S. E. (2016). Evaluation of results from genome-wide studies of language and reading in a novel independent dataset. Genes Brain and Behavior, 15, 531-541. [details]
  • Zoccolotti, P., de Jong, P. F., & Spinelli, D. (2016). Editorial: Understanding Developmental Dyslexia: Linking Perceptual and Cognitive Deficits to Reading Processes. Frontiers in Human Neuroscience, 10, 7-9. DOI: 10.3389/fnhum.2016.00140  [details]
  • van Hemel-Ruiter, M. E., Wiers, R. W., Brook, F. G., & de Jong, P. J. (2016). Attentional bias and executive control in treatment-seeking substance-dependent adolescents: A cross-sectional and follow-up study. Drug and Alcohol Dependence, 159, 133-41. DOI: 10.1016/j.drugalcdep.2015.12.005 [details]


  • Marinus, E., Nation, K., & de Jong, P. F. (2015). Density and length in the neighborhood: Explaining cross-linguistic differences in learning to read in English and Dutch. Journal of Experimental Child Psychology, 139, 127-147. DOI: 10.1016/j.jecp.2015.05.006 [details]
  • Muijselaar, M. M. L., & de Jong, P. F. (2015). The effects of updating ability and knowledge of reading strategies on reading comprehesion. Learning and Individual Differences, 43, 111-117. DOI: 10.1016/j.lindif.2015.08.011 [details]
  • van Bergen, E., Bishop, D., van Zuijen, T., & de Jong, P. F. (2015). How does parental reading influence children's reading? A study of cognitive mediation. Scientific Studies of Reading, 19(5), 325-339. DOI: 10.1080/10888438.2015.1050103 [details] [PDF]
  • van Iterson, L., de Jong, P. F., & Zijlstra, B. J. H. (2015). Pediatric epilepsy and comorbid reading disorders, math disorders, or autism spectrum disorders: Impact of epilepsy on cognitive patterns. Epilepsy & Behavior, 44, 159-168. DOI: 10.1016/j.yebeh.2015.02.007 [details]
  • van Viersen, S., de Bree, E. H., Kroesbergen, E. H., Slot, E. M., & de Jong, P. F. (2015). Risk and protective factors in gifted children with dyslexia. Annals of Dyslexia, 65(3), 178-198. DOI: 10.1007/s11881-015-0106-y [details] [PDF]
  • van den Boer, M., & de Jong, P. F. (2015). Parallel and serial reading processes in children's word and nonword reading. Journal of Educational Psychology, 107(1), 141-151. DOI: 10.1037/a0037101 [details]
  • van den Boer, M., van Bergen, E., & de Jong, P. F. (2015). The specific relation of visual attention span with reading and spelling in Dutch. Learning and Individual Differences, 39, 141-149. DOI: 10.1016/j.lindif.2015.03.017 [details]
  • Koster, M., Tribushinina, E., de Jong, P. F., & van den Bergh, H. (2015). Teaching children to write: A meta-analysis of writing intervention research. Journal of Writing Research, 7, 249-274. DOI: 10.17239/jowr-2015.07.02.2 [details] [PDF]
  • Lieshout, E. C. D. M., de Jong, P. F., & Steenbergen, B. (2015). Leren en toepassen van kennis. In M. Hadders-Algra, K. Maathuis, R. F. Pangalila, J. G. Becher, & J. de Moor (Eds.), Kinderrevalidatie. (pp. 197-212). Assen: Koninklijke Van Gorcum. [details]
  • Rodríguez, G., van den Boer, M., Jiménez, J. E., & de Jong, P. F. (2015). Developmental changes in the relations between RAN, phonological awareness, and reading in Spanish children. Scientific Studies of Reading, 19(4), 273-288. DOI: 10.1080/10888438.2015.1025271 [details]


  • de Jong, P. (2014). Verklaringen van dyslexie: implicaties voor een dyslexie typerend profiel. In L. Verhoeven, P. de Jong, & F. Wijnen (Eds.), Dyslexie 2.0: update van het Protocol Dyslexie Diagnostiek en Behandeling. (pp. 37-53). (Studies over taalonderwijs; No. 8). Antwerpen: Garant. [details]
  • van Bergen, E., de Jong, P. F., Maassen, B., Krikhaar, E., Plakas, A., & van der Leij, A. (2014). IQ of four-year-olds who go on to develop dyslexia. Journal of Learning Disabilities, 47(5), 475-484. DOI: 10.1177/0022219413479673 [details]
  • van Bergen, E., de Jong, P. F., Maassen, B., & van der Leij, A. (2014). The effects of parents' literacy and children's preliteracy skills on the risk of dyslexia. Journal of Abnormal Child Psychology, 42(7), 1187-1200. DOI: 10.1007/s10802-014-9858-9 [details] [PDF]
  • van Bergen, E., van der Leij, A., & de Jong, P. F. (2014). The intergenerational multiple deficit model and the case of dyslexia. Frontiers in Human Neuroscience, 8, 346. [346]. DOI: 10.3389/fnhum.2014.00346 [details] [PDF]
  • van Iterson, L., Zijlstra, B. J. H., Augustijn, P. B., van der Leij, A., & de Jong, P. F. (2014). Duration of epilepsy and cognitive development in children: A longitudinal study. Neuropsychology, 28(2), 212-221. DOI: 10.1037/neu0000034 [details]
  • van den Boer, M., van Bergen, E., & de Jong, P. F. (2014). Underlying skills of oral and silent reading. Journal of Experimental Child Psychology, 128, 138-151. DOI: 10.1016/j.jecp.2014.07.008 [details]
  • Verhoeven, L., de Jong, P., & Wijnen, F. (2014). Dyslexie 2.0: inleiding. In L. Verhoeven, P. de Jong, & F. Wijnen (Eds.), Dyslexie 2.0: update van het Protocol Dyslexie Diagnostiek en Behandeling. (pp. 9-17). (Studies over taalonderwijs; No. 8). Antwerpen: Garant. [details]


  • Litt, R. A., de Jong, P. F., van Bergen, E., & Nation, K. (2013). Dissociating crossmodal and verbal demands in paired associate learning (PAL): What drives the PAL-reading relationship? Journal of Experimental Child Psychology, 115(1), 137-149. DOI: 10.1016/j.jecp.2012.11.012 [details]
  • van Iterson, L., Augustijn, P. B., de Jong, P. F., & van der Leij, A. (2013). Establishing reliable cognitive change in children with epilepsy: The procedures and results for a sample with epilepsy. Journal of Psychoeducational Assessment, 31(5), 448-458. DOI: 10.1177/0734282912465716 [details]
  • van den Boer, M., de Jong, P. F., & Haentjens-van Meeteren, M. M. (2013). Modeling the length effect: Specifying the relation with visual and phonological correlates of reading. Scientific Studies of Reading, 17(4), 243-256. DOI: 10.1080/10888438.2012.683222 [details]
  • van der Leij, A., van Bergen, E., & de Jong, P. (2013). Longitudinal family-risk studies of dyslexia: why some children develop dyslexia and others don't. In A. Fawcett, & K. Saunders (Eds.), The dyslexia handbook 2013. (pp. 69-76). London: British Dyslexia Association. [details]
  • van der Leij, A., van Bergen, E., van Zuijen, T., de Jong, P., Maurits, N., & Maassen, B. (2013). Precursors of developmental dyslexia: an overview of the longitudinal Dutch Dyslexia Programme study. Dyslexia, 19(4), 191-213. DOI: 10.1002/dys.1463 [details]


  • Marinus, E., de Jong, P., & van der Leij, A. (2012). Increasing word-reading sped in poor readers: no additional benefits of explicit letter-cluster training. Scientific Studies of Reading, 16(2), 166-185. DOI: 10.1080/10888438.2011.554471 [details]
  • van Bergen, E., de Jong, P. F., Plakas, A., Maassen, B., & van der Leij, A. (2012). Child and parental literacy levels within families with a history of dyslexia. Journal of Child Psychology and Psychiatry, 53(1), 28-36. DOI: 10.1111/j.1469-7610.2011.02418.x [details]
  • van den Boer, M., de Jong, P. F., & Haentjens-van Meeteren, M. M. (2012). Lexical decision in children: Sublexical processing or lexical search? The Quarterly Journal of Experimental Psychology, 65(6), 1214-1228. DOI: 10.1080/17470218.2011.652136 [details] [PDF]
  • Elbro, C., de Jong, P. F., Houter, D., & Nielsen, A-M. (2012). From spelling pronunciation to lexical access: a second step in word decoding? Scientific Studies of Reading, 16(4), 341-359. DOI: 10.1080/10888438.2011.568556 [details]


  • Marinus, E., & de Jong, P. F. (2011). Dyslexic and typical-reading children use vowel digraphs as perceptual units in reading. The Quarterly Journal of Experimental Psychology, 64(3), 504-516. DOI: 10.1080/17470218.2010.509803 [details]
  • de Jong, P. F. (2011). What discrete and serial rapid automatized naming can reveal about reading. Scientific Studies of Reading, 15(4), 314-337. DOI: 10.1080/10888438.2010.485624 [details]
  • de Jong, P. F., & Messbauer, V. C. S. (2011). Orthographic context and the acquisition of orthographic knowledge in normal and dyslexic readers. Dyslexia, 17(2), 107-122. DOI: 10.1002/dys.427 [details]
  • van Bergen, E., de Jong, P. F., Regtvoort, A., Oort, F., van Otterloo, S., & van der Leij, A. (2011). Dutch children at family risk of dyslexia: precursors, reading development, and parental effects. Dyslexia, 17(1), 2-18. DOI: 10.1002/dys.423 [details]
  • Paik, J. H., van Gelderen, L., Gonzales, M., de Jong, P. F., & Hayes, M. (2011). Cultural differences in early math skills among U.S., Taiwanese, Dutch, and Peruvian preschoolers. International Journal of Early Years Education, 19(2), 133-143. DOI: 10.1080/09669760.2011.600276 [details]


  • Marinus, E., & de Jong, P. F. (2010). Size does not matter, frequency does: sensitivity to orthographic neighbours in normal and dyslexic readers. Journal of Experimental Child Psychology, 106(2-3), 129-144. DOI: 10.1016/j.jecp.2010.01.004 [details]
  • Marinus, E., & de Jong, P. F. (2010). Variability in word reading performance of dyslexic readers: effects of letter length, phoneme length and digraph presence. Cortex, 46(10), 1259-1271. DOI: 10.1016/j.cortex.2010.06.005 [details]
  • 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. DOI: 10.1007/s11881-010-0039-4 [details] [PDF]
  • de Jong, P. (2010). Definitie van dyslexie. In L. Verhoeven, F. Wijnen, K. van den Bos, & R. Kleijnen (Eds.), Zorg om dyslexie. (pp. 17-24). (Studies over taalonderwijs; No. 7). Antwerpen: Garant. [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. DOI: 10.1177/0022219408331038 [details]
  • de Jong, P. F., Bitter, D. J. L., van Setten, M., & Marinus, E. (2009). Does phonological recoding occur during silent reading and is it necessary for orthographic learning? Journal of Experimental Child Psychology, 104(3), 267-282. DOI: 10.1016/j.jecp.2009.06.002 [details]


  • Marinus, E., & de Jong, P. F. (2008). The use of sublexical clusters in normal reading and dyslexic readers. Scientific Studies of Reading, 12(3), 253-280. DOI: 10.1080/10888430802132246 [details]
  • Martens, V. E. G., & de Jong, P. F. (2008). Effects of repeated reading on the length effect in word and pseudoword reading. Journal of Research in Reading, 31(1), 40-54. DOI: 10.1111/j.1467-9817.2007.00360.x [details]
  • de Jong, P. F. (2008). Differences in the correlates of reading accuracy and speed in young Dutch readers. Educational and Child Psychology, 25(3), 37-48. [details]
  • de Jong, P. F. (2008). Van ernstige problemen met lezen en/of spellen naar dyslexie: Commentaar op het voorgestelde Protocol Dyslexie Diagnostiek en Behandeling. Tijdschrift voor Orthopedagogiek, 47(3), 146-152. [details]


  • SDN, de Jong, P. F., de Bree, E. H., Henneman, K., Kleijnen, R., Loykens, E. H. M., ... Wijnen, F. N. K. (2016). Dyslexie: Diagnostiek en Behandeling. Stichting Dyslexie Nederland. [details]


  • Salemink, E., van Bockstaele, B. D., de Jong, P. F., & Wiers, R. W. (2015). Invited commentary on Cristea (2015): Cognitieve Bias Modificatie: Pas op dat we het kind niet met het badwater weggooien. Nieuwsbrief - Vereniging voor Gedragstherapie en Cognitieve Therapie, 2015(1). [details]


  • de Jong, P. F. (2014). Dyslexie: etiologie en leesproces. In P. Goudena, R. de Groot, & J. Janssens (Eds.), Orthopedagogiek: State of the art. (pp. 27-41). Antwerpen [etc.]: Garant. [details]


  • de Jong, P. (2011). Begrijpend lezen. In P. de Jong, & H. Koomen (Eds.), Interventie bij onderwijsleerproblemen. (pp. 25-39). Antwerpen: Garant. [details]


  • Kleijnen, R., Bosman, A., de Jong, P., Henneman, K., Pasman, J., Paternotte, A., ... Wijnen, F. (2008). Dyslexie: Diagnose en behandeling van dyslexie. Bilthoven: Stichting Dyslexie Nederland (SDN). [details]


  • de Jong, P.F. (editor) (2012): Scientific Studies of Reading (Journal).
  • de Jong, P.F. (editor) (2010-2012): Journal of Experimental Child Psychology (Journal).
  • de Jong, P.F. (editor) (2008): Scientific Studies of Reading (Journal).


  • de Jong, P., & Koomen, H. (2011). Interventie bij onderwijsleerproblemen. Antwerpen - Apeldoorn: Garant. [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.
  • Wetenschappelijk Adviesraad ONL
    Lid van de Raad
  • Stichting Dyslexie Nederland
  • Expertraad Dyslexie St. Benchmark GGZ
    Lid van de Raad

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