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Prof. dr. V.H.P. (Victor) van Daal

Faculteit der Maatschappij- en Gedragswetenschappen
Programmagroep: Developmental Psychology
Bezoekadres
  • Nieuwe Achtergracht 129
Postadres
  • Postbus 15916
    1001 NK Amsterdam
Contactgegevens
  • Publicaties

    2022

    • Pulkkinen, J., Eklund, K., Koponen, T., Heikkilä, R., Georgiou, G., Salminen, J., van Daal, V., & Aro, M. (2022). Cognitive skills, self-beliefs and task interest in children with low reading and/or arithmetic fluency. Learning and Individual Differences, 97, Article 102160. https://doi.org/10.1016/j.lindif.2022.102160 [details]
    • Van Koert, M. J. H., Leona, N. L., Rispens, J. E., Tijms, J., Van der Molen, M. W., van Daal, V. H. P., & Snellings, P. (2022). The role of memory in the acquisition of vocabulary and grammar in the first language and in English as a foreign language. In V. De Wilde, & C. Goriot (Eds.), Second Language Learning Before Adulthood: Individual Differences in Children and Adolescents (pp. 31-64). (Studies on Language Acquisition ; Vol. 65). De Gruyter Mouton. Advance online publication. https://doi.org/10.1515/9783110743043-003 [details]

    2017

    • Ouellette, G., & van Daal, V. (2017). Introduction to the Special Issue. Orthographic Learning and Mental Representations in Literacy: Striving for a Better Understanding of a Complex Lead Role. Scientific Studies of Reading, 21(1), 1-4. https://doi.org/10.1080/10888438.2016.1254635
    • Williams, K., Swift, J., Williams, H., & Van Daal, V. (2017). Raising children’s self-efficacy through parental involvement in homework. Educational Research, 59(3), 316-334. Advance online publication. https://doi.org/10.1080/00131881.2017.1344558
    • van Daal, V. H. P., & Wass, M. (2017). First- and Second-Language Learnability Explained by Orthographic Depth and Orthographic Learning: A “Natural” Scandinavian Experiment. Scientific Studies of Reading, 21(1), 46-59. https://doi.org/10.1080/10888438.2016.1251437

    2015

    • Antón-Méndez, I., Ellis, E. M., Coventry, W., Byrne, B., & van Daal, V. H. P. (2015). Markers of success: A study of twins' instructed second language acquisition. Learning and Individual Differences, 42, 44-52. https://doi.org/10.1016/j.lindif.2015.08.012
    • van Daal, V. (2015). Can educational practice be based on single-subject designs? British Journal of Special Education, 42(1), 6-10. https://doi.org/10.1111/1467-8578.12095

    2014

    • Sandvik, J. M., van Daal, V. H. P., & Adèr, H. J. (2014). Emergent literacy: Preschool teachers' beliefs and practices. Journal of Early Childhood Literacy, 14(1), 28-52. https://doi.org/10.1177/1468798413478026
    • Van Daal, V. H. P. (2014). Struggling readers and multimedia. In Multimedia and Literacy Development: Improving Achievement for Young Learners (pp. 124-134). Taylor and Francis Ltd.. https://doi.org/10.4324/9780203892152-16

    2013

    • van Daal, V., & Sandvik, J. M. (2013). The effects of multimedia on early literacy development of children at risk: A meta-analysis. In Technology as a Support for Literacy Achievements for Children at Risk (pp. 73-119). Springer Netherlands. https://doi.org/10.1007/978-94-007-5119-4_7
    • van Daal, V., van der Leij, A., & Adèr, H. (2013). Specificity and overlap in skills underpinning reading and arithmetical fluency. Reading & Writing, 26(6), 1009-1030. Advance online publication. https://doi.org/10.1007/s11145-012-9404-5 [details]

    2012

    • Coventry, W., Antón-Méndez, I., Ellis, E. M., Levisen, C., Byrne, B., van Daal, V. H. P., & Ellis, N. C. (2012). The Etiology of Individual Differences in Second Language Acquisition in Australian School Students: A Behavior-Genetic Study. Language Learning, 62(3), 880-901. https://doi.org/10.1111/j.1467-9922.2012.00718.x

    2004

    • Ellis, N. C., Natsume, M., Stavropoulou, K., Hoxhallari, L., Van Daal, V. H. P., Polyzoe, N., Tsipa, M. L., & Petalas, M. (2004). The effects of orthographic depth on learning to read alphabetic, syllabic, and logographic scripts. Reading Research Quarterly, 39(4), 438-468. https://doi.org/10.1598/RRQ.39.4.5
    • Hoxhallari, L., Van Daal, V. H. P., & Ellis, N. C. (2004). Learning to read words in Albanian: A skill easily acquired. Scientific Studies of Reading, 8(2), 153-166. https://doi.org/10.1207/s1532799xssr0802_3

    2000

    • Van Daal, V., & Reitsma, P. (2000). Computer-assisted learning to read and spell: Results from two pilot studies. Journal of Research in Reading, 23(2), 181-193. https://doi.org/10.1111/1467-9817.00113

    1999

    1994

    • Van Daal, V. H. P., Reitsma, P., & Van Der Leij, A. (1994). Processing units in word reading by disabled readers. Journal of Experimental Child Psychology, 57(2), 180-210. https://doi.org/10.1006/jecp.1994.1009

    1993

    • Van Daal, V. H. P., & Reitsma, P. (1993). The use of speech feedback by normal and disabled readers in computer-based reading practice. Reading and Writing, 5(3), 243-259. https://doi.org/10.1007/BF01027390

    1992

    • van Daal, V. H., & van der Leij, A. (1992). Computer-based reading and spelling practice for children with learning disabilities. Journal of Learning Disabilities, 25(3), 186-195. https://doi.org/10.1177/002221949202500306

    1990

    2004

    • van der Leij, D. A. V., & van Daal, V. H. P. (2004). The development of developmental dyslexia: quantative and qualitative aspects. In Sixth BDA international conference 27th-30th March 2004 British Dyslexia Association.

    2002

    • van der Leij, D. A. V., van Daal, V., & de Jong, P. F. (2002). Is the deficit underlying developmental dyslexia task-specific, task-related or (also) task-independent? In L. T. W. Verhoeven, & C. Elbro (Eds.), Precursors of functional literacy (pp. 229-245). Benjamins. [details]

    2001

    • van der Leij, D. A. V., & van Daal, V. H. P. (2001). Cognitive profiles of children with dyslexia, dyscalculia and hyperlexia: evidence from a study with 12-year-old students. In V. H. P. van Daal (Ed.), 5th BDA International Conference : selected papers Wiley. [details]

    1999

    • van Daal, V., & van der Leij, A. (1999). Developmental dyslexia: Related to specific or general deficits? Annals of Dyslexia, 49, 71-104. https://doi.org/10.1007/s11881-999-0020-2 [details]
    • van der Leij, A., & van Daal, V. H. P. (1999). Automatization aspects of dyslexia: Speed limitation in word identification, sensitivity to increasing task demands, and orthographic compensation. Journal of Learning Disabilities, 32(5), 417-428. https://doi.org/10.1177/002221949903200507 [details]
    • van der Leij, D. A. V., & van Daal, V. (1999). Automaticity, automatization and dyslexia. In I. Lundberg, & F. E. Tønnessen (Eds.), Dyslexia: advances in theory and practice (pp. 75-90). Kluwer Academic Publishers. [details]

    2012

    • van Daal, V., & Snellings, P. J. F. (2012). Development of direct assessments: Spoken L2 abilities. Paper presented at Second Language Research Forum (SLRF), University of Pittsburgh, USA..
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