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mw. dr. E.H. (Elise) de Bree

Assistant professor
Faculteit der Maatschappij- en Gedragswetenschappen
Programme group: Developmental Disorders and Special Education
Fotograaf: Elise de Bree

Bezoekadres
  • Nieuwe Achtergracht 127
  • Kamernummer: D8.17
Postadres
  • Postbus 15776
    1001 NG Amsterdam
Contactgegevens
  • Profile

    Research areas:

    • Language development and language disorders
    • Spelling development
    • ​Literacy and literacy disorders, dyslexia

    Area of expertise:

     

    • Child Development and Education

     

    Profile:


    In my research, I study language and literacy development. In one strand of research, I examine children’s acquisition of spelling rules and patterns. I look both into the complexities of the words that need to be spelled as well as the knowledge and skills that children need to possess to acquire spelling. Furthermore, I assess whether spelling acquisition can be facilitated.

    I also investigate the relationship between reading and spelling. My research involves typically developing children and adults as well as children and adults with dyslexia. In another line of research, I look at the way children acquire language and whether, for instance, noisy input affects language learning. 

    Administrative roles:

     

    • Up to July 2018: member of the Board of examinations
    • From August 2018: Programme director of the Research Master track Child
    • Development and Education

     

     

    More information:

    Researchgate Elise de Bree

  • Research

    Research areas:

     

    • Language development and language disorders

    • Spelling development

    • Literacy and literacy disorders, dyslexia

    Research methods:

     

    • Experimental studies

    • Intervention studies

    • Group comparisons

    • Longitudinal studies

    Project groups/projects:

     

    • Fostering English reading at secondary school  - Project with Peter F. de Jong, UvA,  Ludo Verhoeven, Radboud University Nijmegen, Han van der Maas, UvA, Eliane Segers, Radboud University Nijmegen, Marco van de Ven, UvA, Alexander Krepel, UvA, and Evelien Mulder, Radboud University Nijmegen

     

    Research grants & honours:

     

    • Quality of Bilingual Input in Bilingual Children – Education and Learning Sciences grant (UU) with Sharon Unsworth and Josje Verhagen (completed 2014)

     

    Research priority area:

     

    • Yield
    • Brain and Cognition

     

  • Education & PhD-supervision

    List of courses/modules:

     

    • Leren op School (Cognitive development and learning difficulties, Bachelor track)
    • Learning Disorders (Master track)
    • Master thesis supervision
    • Learning and Socio-Emotional Disorders (Research Master track)
    • Research Master internship and thesis supervision
    • Research Master internship and thesis coordinator

     

    Phd/supervise projects:

     

    • PhD project Loes Bazen: Dyslexia at secondary education – Supervision with Madelon van den Boer , UvA, and Peter F. de Jong, UvA

    • PhD project Alexander Krepel: Fostering English reading at secondary school  - Project with Peter F. de Jong, UvA,  Ludo Verhoeven, Radboud University Nijmegen, Han van der Maas, UvA, Eliane Segers, Radboud University Nijmegen, Marco van de Ven, UvA, and Evelien Mulder, Radboud University Nijmegen

    • PhD project Maartje de Klerk: Speech development, language and literacy – Supervision with Frank Wijnen (UU)

    • PhD project Desiree Capel: Statistical learning in infants with a family risk of dyslexia and adults with dyslexia – supervision with Frank Wijnen (UU) (completed 2018)

    • Risk factors, protective factors and compensation in dyslexia – PhD student Sietske van Viersen, supervised by Elise de Bree, Evelyn Kroesbergen & Peter F. de Jong (completed 2017)

  • Publicaties

    2020

    • Zee, M., de Bree, E., Hakvoort, B., & Koomen, H. M. Y. (2020). Exploring relationships between teachers and students with diagnosed disabilities: A multi-informant approach. Journal of Applied Developmental Psychology, 66, [101101]. https://doi.org/10.1016/j.appdev.2019.101101

    2019

    • Unsworth, S., Brouwer, S. M., de Bree, E. H., & Verhagen, J. (Accepted/In press). Predicting bilingual pre-schoolers’ patterns of language development: degree of non-native input matters. Applied Psycholinguistics.
    • Verhagen, J., Boom, J., Mulder, H., de Bree, E. H., & Leseman, P. P. M. (Accepted/In press). Reciprocal relationships between nonword repetition and vocabulary during the preschool years. Developmental Psychology.
    • Verhagen, J., de Bree, E., & Unsworth, S. (2019). Effects of Bilingual Language Use and Language Proficiency on 24-month-olds’ Cognitive Control. Journal of Cognition and Development. https://doi.org/10.1080/15248372.2019.1673752
    • de Bree, E. H., & van den Boer, M. (Accepted/In press). Knowing what we don’t know: Cognitive correlates of early spelling of different target types. Reading & Writing, 32(8), 2125-2148. [32 (8)].
    • de Klerk, M., Veen, D., Wijnen, F., & de Bree, E. (2019). A step forward: Bayesian hierarchical modelling as a tool in assessment of individual discrimination performance. Infant Behavior and Development, 57, [101345]. https://doi.org/10.1016/j.infbeh.2019.101345 [details]
    • de Klerk, M., de Bree, E., Kerkhoff, A., & Wijnen, F. (2019). Lost and Found: Decline and Reemergence of Non-Native Vowel Discrimination in the First Year of Life. Language Learning and Development, 15(1), 14-31. https://doi.org/10.1080/15475441.2018.1497490 [details]
    • van Viersen, S., de Bree, E. H., & de Jong, P. F. (2019). Protective factors and compensation in resolving dyslexia. Scientific Studies of Reading, 23(6), 461-477. https://doi.org/10.1080/10888438.2019.1603543
    • van der Ven, S. H. G., & de Bree, E. H. (2019). Variation is the spice of spelling: The effect of implicit cues on Dutch past tense spelling is dependent on age and literacy, but not on task format. Scientific Studies of Reading, 23(5), 369-385. https://doi.org/10.1080/10888438.2019.1579217

    2018

    2017

    • Kerkhoff, A., de Bree, E., & Wijnen, F. (2017). Can poor readers be good learners? Non-adjacent dependency learning in adults with dyslexia. In E. Segers, & P. van den Broek (Eds.), Developmental Perspectives in Written Language and Literacy: In honor of Ludo Verhoeven (pp. 315-331). John Benjamins Publishing Company. https://doi.org/10.1075/z.206.19ker [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, 418-435. [details]
    • Rispens, J., & de Bree, E. (2017). Past tense production in children with SLI and bilingual children: the influence of vocabulary and non-word repetition. In E. Blom, L. Cornips, & J. Schaeffer (Eds.), Cross-linguistic influence in bilingualism: In honor of Aafke Hulk (pp. 259-278). (Studies in Bilingualism; Vol. 52). Amsterdam: John Benjamins Publishing Company. https://doi.org/10.1075/sibil.52.12ris [details]
    • Zee, M., & de Bree, E. (2017). Students’ self-regulation and achievement in basic reading and math skills: The role of student–teacher relationships in middle childhood. The European Journal of Developmental Psychology, 14(3), 265-280. https://doi.org/10.1080/17405629.2016.1196587 [details]
    • de Bree, E., Verhagen, J., Kerkhoff, A. O., Doedens, W., & Unsworth, S. (2017). Language learning from inconsistent input: Bilingual and monolingual toddlers compared. Infant and Child Development, 26(4), [e1966]. https://doi.org/10.1002/icd.1996 [details]
    • de Bree, E., van der Ven, S., & van der Maas, H. (2017). The Voice of Holland: Allograph Production in Written Dutch Past Tense Inflection. Language Learning and Development, 13(3), 215-240. https://doi.org/10.1080/15475441.2016.1217777 [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

    • Donker, M., Kroesbergen, E., Slot, E., Van Viersen, S., & De Bree, E. (2016). Alphanumeric and non-alphanumeric Rapid Automatized Naming in children with reading and/or spelling difficulties and mathematical difficulties. Learning and Individual Differences, 47, 80-87. https://doi.org/10.1016/j.lindif.2015.12.011 [details]
    • Hakvoort, B., de Bree, E., van der Leij, A., Maassen, B., van Setten, E., Maurits, N., & van Zuijen, T. L. (2016). The role of categorical speech perception and phonological processing in familial risk children with and without dyslexia. Journal of Speech, Language, and Hearing Research, 59, 1448-1460. https://doi.org/10.1044/2016_JSLHR-L-15-0306 [details]
    • Slot, E. M., van Viersen, S., de Bree, E. H., & Kroesbergen, E. H. (2016). Shared and Unique Risk Factors Underlying Mathematical Disability and Reading and Spelling Disability. Frontiers in Psychology, 7, [803]. https://doi.org/10.3389/fpsyg.2016.00803 [details]
    • de Bree, E., & Wijnen, F. (2016). Word stress competence and literacy in Dutch children with a family risk of dyslexia and children with dyslexia. In J. Thomson, & L. Jarmulowicz (Eds.), Linguistic Rhythm and Literacy (pp. 135-162). (Trends in language acquisition research; Vol. 17). Amsterdam: John Benjamins Publishing Company. https://doi.org/10.1075/tilar.17.07bre [details]
    • van Viersen, S., Kroesbergen, E. H., Slot, E. M., & de Bree, E. H. (2016). High reading skills mask dyslexia in gifted children. Journal of Learning Disabilities, 49(2), 189-199. https://doi.org/10.1177/0022219414538517 [details]

    2015

    • Rispens, J., & de Bree, E. (2015). Bilingual children's production of regular and irregular past tense morphology. Bilingualism : Language and Cognition, 18(2), 290-303. https://doi.org/10.1017/S1366728914000108 [details]
    • Wijnen, F., de Bree, E., van Alphen, P. M., de Jong, J., & van der Leij, A. (2015). Comparing SLI and dyslexia: Developmental language profiles and reading outcomes. In S. Stavrakaki (Ed.), Specific language impairment: current trends in research (pp. 89-112). (Language acquisition and language disorders; No. 58). Amsterdam: John Benjamins. https://doi.org/10.1075/lald.58.04wij [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. https://doi.org/10.1007/s11881-015-0106-y [details]

    2014

    • Kerkhoff, A., de Bree, E., Hoeben, I., & Vreugdenhil, A. (2014). De invloed van orthografie op verleden tijdsvorming door zwakke lezers. Stem-, Spraak-, en Taalpathologie, 19, 1-18. [details]
    • Rispens, J. E., & de Bree, E. H. (2014). Past tense productivity in Dutch children with and without SLI: The role of morphophonology and frequency. Journal of Child Language, 41(1), 200-225. https://doi.org/10.1017/S0305000912000542 [details]
    • Rispens, J., & de Bree, E. (2014). Past tense productivity: comparing bilingual children and children with SLI. In W. Orman, & M. J. Valleau (Eds.), BUCLD 38: Proceedings of the 38th annual Boston University Conference on Language Development (Vol. 2, pp. 368-379). (Boston University Conference on Language Development. Proceedings; Vol. 38). Somerville, Mass.: Cascadilla Press. [details]

    2013

    • Hoeijmakers, M., de Bree, E., & Keijzer, M. (2013). English spelling performance of Dutch grammar school students. Dutch Journal of Applied Linguistics, 2(2), 152-169. https://doi.org/10.1075/dujal.2.2.02de [details]
    • Kerkhoff, A., de Bree, E., de Klerk, M., & Wijnen, F. (2013). Non-adjacent dependency learning in infants at familial risk of dyslexia. Journal of Child Language, 40(1), 11-28. https://doi.org/10.1017/S0305000912000098 [details]
    • Kroesbergen, E. H., de Bree, E. H., Slot, E. M., & van Viersen, S. (2013). Rekenproblemen bij kinderen met dyslexie. Orthopedagogiek: Onderzoek en praktijk, 52(7-8), 363-377. [details]

    2012

    • de Bree, E., Snowling, M. J., Gerrits, E., van Alphen, P., van der Leij, A., & Wijnen, F. (2012). Phonology and literacy: follow-up results of the Utrecht dyslexia and specific language impairment project. In A. A. Benasich, & R. H. Fitch (Eds.), Developmental dyslexia: early precursors, neurobehavioral markers, and biological substrates (pp. 133-150). (The extraordinary brain series). Baltimore: Paul H. Brookes. [details]

    2011

    • Kerkhoff, A., de Bree, E., de Klerk, M., & Wijnen, F. (2011). Implicit learning and dyslexia: Non-adjacent dependency learning in infants at familial risk of dyslexia. Boston University Conference on Language Development. Proceedings, 35, 358-370.

    2010

    • Janse, E., de Bree, E., & Brouwer, S. (2010). Decreased sensitivity to phonemic mismatch in spoken word processing in adult developmental dyslexia. Journal of Psycholinguistic Research, 39(6), 523-539. https://doi.org/10.1037/a0020054
    • de Bree, E. H., & Kerkhoff, A. O. (2010). Bempen of Bemben: Differences between children at-risk of dyslexia and children with SLI on a Morpho-phonological task. Scientific Studies of Reading, 14(1), 85-109. https://doi.org/10.1080/10888430903242050
    • de Bree, E. H., Wijnen, F. N. K., & Gerrits, P. A. M. (2010). Non-word repetition and literacy in Dutch children at-risk of dyslexia and children with SLI: Results of the follow-up study. Dyslexia, 16, 36-44. https://doi.org/10.1002/dys.395

    2009

    • Gerrits, E., & de Bree, E. H. (2009). Early language development of children at familial risk of dyslexia: Speech perception and production. Journal of Communication Disorder, 42, 180-194. https://doi.org/10.1016/j.jcomdis.2008.10.004
    • de Bree, E. (2009). Werk aan de winkel: Ontwikkeling en onderzoek naar comorbiditeit in ontwikkelingsstoornissen: reactie op “Modellen van Spraakontwikkelingsdypsraxie” (Maassen, Terband & Nijland). Stem-, Spraak-, en Taalpathologie, 16(3), 155-160.

    2008

    • de Bree, E. H., Zonneveld, W., Wijnen, F. N. K., & Nouveau, D. (2008). Woordklemtoonproductie van kinderen met (een risico op) dyslexie. Nederlandse Taalkunde, 13(3), 241-261.
    • de Bree, E., & Wijnen, F. (2008). Nonsensewoordrepetitie en leesvaardigheid in kinderen met een risico voor dyslexie en kinderen met een taalstoornis (SLI). Stem-, Spraak-, en Taalpathologie, 16(2), 124-131.

    2014

    • Rispens, J., de Bree, E., & Kerkhoff, A. (2014). What’s in a suffix? The past tense in Dutch children with reading problems. In J. Hoeksema, D. Gilbers, & P. Hendriks (Eds.), Black book: a festschrift in honor of Frans Zwarts (pp. 271-281). Groningen: University of Groningen. [details]

    2010

    • Rispens, J., & de Bree, E. H. (2010). Past tense productivity in Dutch children with SLI: the role of phonology. Boston University Conference on Language Development. Proceedings, 34, 327-338. [details]

    2008

    • de Bree, E. H., van Alphen, P. M., Fikkert, P., & Wijnen, F. N. K. (2008). Metrical stress in comprehension and production of Dutch children at-risk of dyslexia. Boston University Conference on Language Development. Proceedings, 32, 60-70.

    2016

    • de Bree, E., & Zijlstra, H. (2016). Hoe pak je lees- en spellingproblemen aan bij kinderen met TOS? Tijdschrift voor Remedial Teaching, 24(4), 12-15. [details]
    • 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]

    2015

    • Clement, C., Tullener, E., & de Bree, E. (2015). Laaggeletterdheid en logopedie: Lees- en schrijfproblemen bij volwassenen in de logopedische praktijk. Nederlands Tijdschrift voor Logopedie, 87(9), 14-20. [details]
    • de Bree, E. (2015). Dyslexie en fonologie: one size fits all? Logopedie - Vlaamse Vereniging voor Logopedisten, 28(4), 31-39. [details]

    2014

    • Leung, K. L., Wagenaar, I. E., Oudgenoeg-Paz, O., & de Bree, E. (2014). Effectiviteit van de Eduniek Dyslexiebehandeling. Orthopedagogiek: Onderzoek en praktijk, 53(1), 19-32. [details]
    • Tullener, E., & de Bree, E. (2014). Narratieve vaardigheden van Nederlands(talig)e laaggeletterde volwassenen. Stem-, Spraak-, en Taalpathologie, 19, 120-140. [details]
    • Wijnen, F., de Bree, E., & Kerkhoff, A. (2014). Bestaat 'enkelvoudige dyslexie'. In L. Verhoeven, P. de Jong, & F. Wijnen (Eds.), Dyslexie 2.0: update van het Protocol Dyslexie Diagnostiek en Behandeling (pp. 55-74). (Studies over taalonderwijs; No. 8). Antwerpen: Garant. [details]
    • de Bree, E., & Henneman, K. (2014). Kwaliteit van de diagnose dyslexie: een verkennende studie. In L. Verhoeven, P. de Jong, & F. Wijnen (Eds.), Dyslexie 2.0: update van het Protocol Dyslexie Diagnostiek en Behandeling (pp. 135-155). (Studies over taalonderwijs; No. 8). Antwerpen: Garant. [details]

    2010

    • de Bree, E. H., Kerkhoff, A. O., & Wijnen, F. N. K. (2010). Overeenkomsten en verschillen tussen dyslexie en primaire taalstoornissen. In L. Verhoeven, F. Wijnen, K. van den Bos, & R. Kleijnen (Eds.), Zorg om Dyslexie (pp. 45-60). Apeldoorn: Garant.

    2008

    • Capel, D. J. H., de Bree, E. H., Kerkhoff, A. O., & Wijnen, F. N. K. (2008). Nederlandse baby's gebruiken statistische informatie om spraakklanken te leren onderscheiden. Toegepaste Taalwetenschap in Artikelen, 79, 21-29.

    2017

    • 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

    • 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

    • de Bree, E. H., Verhagen, J., Kerkhoff, A. O., Doedens, W. J., & Unsworth, S. (2015). Bilingual toddlers can learn from variable input. Poster session presented at 10th International Symposium on Bilingualism (ISB) 2015, New Brunswick, United States.
    • van der Ven, S. H. G., de Bree, E. H., & van der Maas, H. L. J. (2015). The Voice of Holland: Voicing probability in written Dutch past tense inflection. Paper presented at 16th Biennial conference of the European Association for Research on Learning and Instruction (EARLI) 2015, Limassol, Cyprus.

    Prijs

    • de Bree, E. H. (2015). Bilingual toddlers can learn from variable input.

    Andere

    • Rispens, J. E. (participant), de Bree, E. (participant) & Marshall, C. (participant) (2010). Workshop Morphophonology in language and literacy (participating in a conference, workshop, ...).

    2017

    • van Viersen, S. (2017). The only way is up: Risk factors, protective factors, and compensation in dyslexia. [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. Log in to Personal Page Publication Selection tool to manage the visibility of your publications on this list.
  • Nevenwerkzaamheden
    • Stichting Dyslexie Nederland
      Bestuurslid
    • Wetenschappelijke Adviesraad Dyslexie
      Secretaris