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Prof. dr. P.F. (Peter) de Jong

Professor of Orthopedagogics
Faculty of Social and Behavioural Sciences
Programme group: Developmental Disorders and Special Education
Photographer: Jeroen Oerlemans
Visiting address
  • Nieuwe Achtergracht 127
Postal address
  • Postbus 15776
    1001 NG Amsterdam
Contact details
  • Profile

    Peter F. de Jong is professor of Orthopedagogics (Psychology and Education) at the University of Amsterdam and programleader of the group Developmental Disorders and Special Education. The focus of the group is on cognitive and social-emotional development and how this development is influenced by instruction and teacher-student interactions and relations. There is a special focus on children with special educational needs. The main research interest of Peter de Jong involves the acquisition of basic academic skills (reading, spelling and arithmetic) and the etiology, diagnosis and treatment of learning disorders, in particular dyslexia. 

    Expertise and research fields

    •    Development of reading and arithmetic skills
    •    Cognitive development
    •    Learning disorders; dyslexia 

  • Research

    Expertise and research fields

    •    Development of reading and arithmetic skills
    •    Cognitive development
    •    Learning disorders; dyslexia 

    Involved in the following Research Priority Areas 

    • Amsterdam Brain and Cognition
    • Yield

     

  • Teaching

    •    Leerstoornissen (Master)
    •    School adjustment (Master)
    •    Learning and social emotional disorders in education (Master)
    •    Supervision of Master Theses
     

  • Publications

    2022

    • de Bree, E. H., van den Boer, M., Toering, B., & de Jong, P. F. (2022). A stitch in time...: Comparing late-identified, late-emerging and early-identified dyslexia. Dyslexia. https://doi.org/10.1002/dys.1712

    2021

    2020

    • Bazen, L., van den Boer, M., de Jong, P. F., & de Bree, E. H. (2020). Early and late diagnosed dyslexia in secondary school: Performance on literacy skills and cognitive correlates. Dyslexia, 26(4), 359-376. https://doi.org/10.1002/dys.1652 [details]
    • Georgiou, G. K., Torppa, M., Landerl, K., Desrochers, A., Manolitsis, G., de Jong, P. F., & Parrila, R. (2020). Reading and Spelling Development Across Languages Varying in Orthographic Consistency: Do Their Paths Cross? Child Development, 91(2), e266-e279. https://doi.org/10.1111/cdev.13218 [details]
    • Inoue, T., Manolitsis, G., de Jong, P. F., Landerl, K., Parrila, R., & Georgiou, G. K. (2020). Home literacy environment and early literacy development across languages varying in orthographic consistency. Frontiers in Psychology, 11, [1923]. https://doi.org/10.3389/fpsyg.2020.01923 [details]
    • de Jong, P. F. (2020). Diagnosing dyslexia: How deep should we dig? In J. A. Washington, D. L. Compton, & P. McCardle (Eds.), Dyslexia: Revisiting etiology, diagnosis, treatment, and policy (pp. 31-43). (Extraordinary brain series; Vol. 17). Paul H. Brookes Publishing Co. [details]
    • de Jong, P. F., & Smit, L. A. (2020). A beneficial effect of a Cogmed working memory training on intelligence without an improvement in working memory capacity. Psychology and Neuroscience, 13(3), [341–356]. https://doi.org/10.1037/pne0000196 [details]

    2019

    2018

    2017

    • Elbro, C., & de Jong, P. F. (2017). Orthographic learning is verbal learning: The role of spelling pronunciations. In K. Cain, D. L. Compton, & R. K. Parrila (Eds.), Theories of Reading Development (pp. 169-190). (Studies in Written Language and Literacy; Vol. 15). John Benjamins Publishing Company. https://doi.org/10.1075/swll.15.10elb [details]
    • Muijselaar, M. M. L., Kendeou, P., de Jong, P. F., & van den Broek, P. W. (2017). What does the CBM-maze test measure? Scientific Studies of Reading, 21(2), 120-132. https://doi.org/10.1080/10888438.2016.1263994 [details]
    • Muijselaar, M. M. L., Swart, N. M., Steenbeek-Planting, E. G., Droop, M., Verhoeven, L., & de Jong, P. F. (2017). The dimensions of reading comprehension in Dutch children: Is differentiation by text and question type necessary? Journal of Educational Psychology, 109(1), 70-83. https://doi.org/10.1037/edu0000120 [details]
    • Muijselaar, M. M. L., de Bree, E. H., Steenbeek-Planting, E. G., & de Jong, P. F. (2017). Is de cloze-toets een betrouwbare en valide maat voor begrijpend lezen? Pedagogische Studiën, 94(5), 418-435. http://pedagogischestudien.nl/search?identifier=644615 [details]
    • Muijselaar, M., Swart, N. M., Steenbeek-Planting, E. G., Droop, M., Verhoeven, L., & de Jong, P. F. (2017). Developmental Relations Between Reading Comprehension and Reading Strategies. Scientific Studies of Reading, 21(3), 194-209. https://doi.org/10.1080/10888438.2017.1278763 [details]
    • Schlatter, E., Bredeweg, B., van Drie, J., & de Jong, P. (2017). Can learning by qualitative modelling be deployed as an effective method for learning Subject-Specific Content? In É. Lavoué, H. Drachsler, K. Verbert, J. Broisin, & M. Pérez-Sanagustín (Eds.), Data Driven Approaches in Digital Education: 12th European Conference on Technology Enhanced Learning, EC-TEL 2017, Tallinn, Estonia, September 12–15, 2017 : proceedings (pp. 479-485). (Lecture Notes in Computer Science; Vol. 10474). Springer. https://doi.org/10.1007/978-3-319-66610-5_46 [details]
    • Swart, N. M., Muijselaar, M. M. L., Steenbeek-Planting, E. G., Droop, M., de Jong, P. F., & Verhoeven, L. (2017). Cognitive precursors of the developmental relation between lexical quality and reading comprehension in the intermediate elementary grades. Learning and Individual Differences, 59, 43-54. https://doi.org/10.1016/j.lindif.2017.08.009 [details]
    • Swart, N. M., Muijselaar, M. M. L., Steenbeek-Planting, E. G., Droop, M., de Jong, P. F., & Verhoeven, L. (2017). Differential lexical predictors of reading comprehension in fourth graders. Reading & Writing, 30(3), 489-507. https://doi.org/10.1007/s11145-016-9686-0 [details]
    • Tamboer, P., Vorst, H. C. M., & de Jong, P. F. (2017). Six factors of adult dyslexia assesed by cognitive tests and self-report questions: Very high predictive validity. Research in Developmental Disabilities, 71, 143-168. https://doi.org/10.1016/j.ridd.2017.09.010 [details]
    • Zee, M., de Jong, P. F., & Koomen, H. M. Y. (2017). From externalizing student behavior to student-specific teacher self-efficacy: The role of teacher-perceived conflict and closeness in the student–teacher relationship. Contemporary Educational Psychology, 51, 37-50. https://doi.org/10.1016/j.cedpsych.2017.06.009 [details]
    • de Jong, P. F., & van Bergen, E. (2017). Issues in diagnosing dyslexia. In E. Segers, & P. van den Broek (Eds.), Developmental perspectives in written language and literacy: In honor of Ludo Verhoeven (pp. 349-361). John Benjamins Publishing Company. [details]
    • van Bergen, E., van Zuijen, T., Bishop, D., & de Jong, P. F. (2017). Why are home-literacy environment and children’s reading skills associated? What parental skills reveal. Reading Research Quarterly, 52(2), 147-160. https://doi.org/10.1002/rrq.160 [details]
    • van Viersen, S., de Bree, E. H., Kalee, L., Kroesbergen, E. H., & de Jong, P. F. (2017). Foreign language reading and spelling in gifted students with dyslexia in secondary education. Reading & Writing, 30(6), 1173-1192. https://doi.org/10.1007/s11145-016-9717-x [details]
    • van Viersen, S., de Bree, E. H., Verdam, M., Krikhaar, E., Maassen, B., van der Leij, A., & de Jong, P. F. (2017). Delayed early vocabulary development in children at family risk of dyslexia. Journal of Speech, Language, and Hearing Research, 60, 937-949. https://doi.org/10.1044/2016_JSLHR-L-16-0031 [details]

    2016

    • Carrion-Castillo, A., van Bergen, E., Vino, A., van Zuijen, T., 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(6), 531-541. https://doi.org/10.1111/gbb.12299 [details]
    • 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. https://doi.org/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. https://doi.org/10.1037/edu0000106 [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, [140]. https://doi.org/10.3389/fnhum.2016.00140 [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]. https://doi.org/10.3389/fpsyg.2016.00691 [details]
    • van den Boer, M., & de Jong, P. (2016). Meer en minder bekende oorzaken van dyslexie. In W. van den Broeck (Ed.), Handboek dyslexieonderzoek: Wetenschappelijke inzichten in diagnostiek, oorzaken, preventie en behandeling van dyslexie (pp. 71-86). Acco. [details]
    • van den Boer, M., Georgiou, G. K., & 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. https://doi.org/10.1016/j.jecp.2015.11.016 [details]

    2015

    2014

    • 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]
    • 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., & 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. https://doi.org/10.1007/s10802-014-9858-9 [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. https://doi.org/10.1177/0022219413479673 [details]
    • 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]. https://doi.org/10.3389/fnhum.2014.00346 [details]
    • 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. https://doi.org/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. https://doi.org/10.1016/j.jecp.2014.07.008 [details]

    2013

    • 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. https://doi.org/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. https://doi.org/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. https://doi.org/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. https://doi.org/10.1002/dys.1463 [details]

    2012

    2011

    • 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. https://doi.org/10.1080/17470218.2010.509803 [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. https://doi.org/10.1080/09669760.2011.600276 [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. https://doi.org/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. https://doi.org/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. https://doi.org/10.1002/dys.423 [details]

    2010

    • 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. https://doi.org/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. https://doi.org/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. https://doi.org/10.1007/s11881-010-0039-4 [details]
    • 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]

    2009

    • 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. https://doi.org/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. https://doi.org/10.1016/j.jecp.2009.06.002 [details]

    2008

    • 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. https://doi.org/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. https://doi.org/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.
    • 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]

    2011

    • de Jong, P., & Koomen, H. (2011). Interventie bij onderwijsleerproblemen. Antwerpen - Apeldoorn: Garant. [details]

    2020

    • van den Boer, M. (Author), Cornelissen, F. (Author), de Jong, P. (Author), van der Leij, A. (Author), Schreurs, B. (Author), van der Weijden, F. (Author), Zijlstra, H. (Author), Geurts, E. (Author), de Gier, D. (Author), van der Hoeven, R. (Author), Laan, D. (Author), Meijs, M. (Author), Merema, D. (Author), Ramakers, S. (Author), & Roetenberg, A. (Author). (2020). Bouw! Plein. Web publication/site, Lexima. https://app.lexipoort.nl/#/cms/home [details]

    2018

    2017

    2016

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

    2014

    • 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]

    2011

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

    2008

    2013

    • de Jong, P. F. (2013). Opvallend vaak dyslexieverklaring op examen. NU.nl.
    • van der Leij, A., & de Jong, P. F. (2013). Het aantal leerlingen met een dyslexieverklaring neemt snel toe. Specialisten zoeken een uitweg. NRC.

    2021

    • van der Weijden, F. A., van den Boer, M., Zijlstra, A. H., Zijlstra, B. J. H., & de Jong, P. F. (2021). Effects of treatment Integrity in a Large-Scale Intervention for the Prevention of Reading Problems. Paper presented at Graduate School Colloquia 2021 from the Research Institute of Child Development and Education, Netherlands.

    2019

    • Bosman, R. J., de Jong, P. F., & Koomen, H. M. Y. (2019). Verbeteren van leerkracht-leerling relaties: een case study. Paper presented at Onderwijs Research Dagen (ORD) 2019, Heerlen, Netherlands.
    • van der Weijden, F. A., van den Boer, M., Zijlstra, A. H., & de Jong, P. F. (2019). Wat maakt de grootschalige implementatie van een evidence-based programma voor de preventie van leesproblemen tot een succes?. Poster session presented at Inspiratiebijeenkomst Langlopend Praktijkgericht onderwijsonderzoek Nationaal Regieorgaan Onderwijs Onderzoek.

    2018

    • Zee, M., Koomen, H. M. Y., & de Jong, P. F. (2018). How different forms of aggregation may affect the relationship between teacher self-efficacy and students’ academic achievement. Paper presented at Biennial CYFS Summit on Research in Early Childhood, Lincoln, United States.

    2017

    • Zee, M., Koomen, H. M. Y., & de Jong, P. F. (2017). A multilevel view on the association between teacher self-efficacy and students’ academic achievement. Paper presented at 17th Biennial conference of the European Association for Research on Learning and Instruction (EARLI) 2017, Tampere, Finland.
    • Zee, M., de Jong, P. F., & Koomen, H. M. Y. (2017). The importance of general versus student-specific teacher self-efficacy in predicting students’ academic achievement in middle childhood.. Paper presented at Biennial Meeting of the Society for Research in Child Development (SRCD) 2017, Austin, United States.
    • de Jong, P. F., van Viersen, S., de Bree, E. H., Zee, M., Maassen, B., & van der Leij, D. A. V. (2017). Pathways into literacy: The role of early oral language abilities and family risk for dyslexia.. Paper presented at 24th annual meeting of the Society for the Scientific Study of Reading (SSSR), Halifax, Canada.
    • van Viersen, S., de Bree, E. H., Zee, M., Maassen, B., van der Leij, D. A. V., & de Jong, P. F. (2017). Pathways into literacy: The role of early oral language abilities and family risk for dyslexia. Poster session presented at 17th Biennial conference of the European Association for Research on Learning and Instruction (EARLI) 2017, Tampere, Finland.

    2016

    • Muijselaar, M. M. L., Kendeou, P., de Jong, P. F., & van den Broek, P. W. (2016). Taking another look at measures of reading comprehension: A comparison of the demands of the CBM-Maze and the Gates-MacGinitie tests. Poster session presented at 23rd Annual meeting of the Society for the Scientific Study of Reading (SSSR) 2016, Porto, Portugal.
    • Zee, M., de Jong, P. F., & Koomen, H. M. Y. (2016). Individual students’ disruptive behavior and teachers’ student-specific self-efficacy: The mediating role of the student–teacher relationship. Poster session presented at 24th Biennial Meeting of the International Society for the Study of Behavioural Development (ISSBD), Vilnius, Lithuania.
    • van Viersen, S., de Bree, E. H., Kroesbergen, E. H., & de Jong, P. F. (2016). Foreign language learning in gifted students with dyslexia: [Paper presented in symposium ‘Second language acquisition’]. Paper presented at 23rd Annual meeting of the Society for the Scientific Study of Reading (SSSR) 2016, Porto, Portugal.

    2015

    • Muijselaar, M. M. L., Swart, N., Steenbeek, E., Droop, M., Verhoeven, L., & de Jong, P. F. (2015). Het effect van een begrijpend leesinterventie gericht op kennis en gebruik van leesstrategieën. Paper presented at Onderwijs Research Dagen (ORD) 2015, Leiden, Netherlands.
    • Rietdijk, S., Janssen, T. M., Rijlaarsdam, G. C. W., & de Jong, P. F. (2015). Dutch primary school teachers’ beliefs about writing instruction and their classroom practices. Paper presented at JURE 2015 JURE (Junior researchers' pre-conference of EARLI), Limassol, Cyprus.
    • Rietdijk, S., Janssen, T. M., Rijlaarsdam, G. C. W., & de Jong, P. F. (2015). Writing education in the Netherlands: Teachers’ beliefs, classroom practice and student achievements. Paper presented at 16th Biennial conference of the European Association for Research on Learning and Instruction (EARLI) 2015, Limassol, Cyprus.
    • Zee, M., Koomen, H. M. Y., Jellesma, F. C., & de Jong, P. F. (2015). Teachers’ self-efficacy in relation to individual students: Exploring differences via problematic and prosocial student behaviors. Paper presented at Biennial Meeting of the Society for Research on Child Development (SRCD) 2015 , Philadelphia, United States.

    2014

    • Rietdijk, S., Janssen, T. M., Rijlaarsdam, G. C. W., & de Jong, P. F. (2014). Dutch primary school teachers’ beliefs about writing instruction and their classroom practices. Paper presented at Presentation at the Writing Research Across Borders Conference, Paris (F).
    • Rietdijk, S., Janssen, T. M., Rijlaarsdam, G. C. W., & de Jong, P. F. (2014). Writing: Teachers´ believes and classroom practices. Pre-test of an intervention study in primary schools.. Paper presented at Conference on Writing Research for EARLI SIG Writing, Amsterdam, NL.

    2013

    • Rietdijk, S., Janssen, T. M., Rijlaarsdam, G. C. W., & de Jong, P. F. (2013). Better writing: An intervention study. Poster session presented at JURE, Munich, Germany.

    Journal editor

    • 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).

    2017

    • van Viersen, S. (2017). The only way is up: Risk factors, protective factors, and compensation in dyslexia. [details]

    2021

    • Parrila, R., Protopapas, A., van Viersen, S., Ziaka, L., de Jong, P. F. & Georgiou, G. K. (1-1-2021). sj-pdf-2-qjp-10.1177_17470218211047420 – Supplemental material for Lexicality effects on orthographic learning in beginning and advanced readers of Dutch: An eye-tracking study. figshare SAGE Publications. https://doi.org/10.25384/sage.16698905.v1
    • Ziaka, L., de Jong, P. F., van Viersen, S., Georgiou, G. K., Protopapas, A. & Parrila, R. (1-1-2021). Lexicality effects on orthographic learning in beginning and advanced readers of Dutch: An eye-tracking study. figshare SAGE Publications. https://doi.org/10.25384/sage.c.5639987.v1
    • van Viersen, S., Parrila, R., Ziaka, L., Georgiou, G. K., de Jong, P. F. & Protopapas, A. (1-1-2021). sj-pdf-3-qjp-10.1177_17470218211047420 – Supplemental material for Lexicality effects on orthographic learning in beginning and advanced readers of Dutch: An eye-tracking study. figshare SAGE Publications. https://doi.org/10.25384/sage.16698908.v1
    • de Jong, P. F., Georgiou, G. K., van Viersen, S., Parrila, R., Ziaka, L. & Protopapas, A. (1-1-2021). sj-pdf-1-qjp-10.1177_17470218211047420 – Supplemental material for Lexicality effects on orthographic learning in beginning and advanced readers of Dutch: An eye-tracking study. figshare SAGE Publications. https://doi.org/10.25384/sage.16698902.v1
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