His primary areas of study are Reading, Dyslexia, Developmental psychology, Phonological awareness and Phonology. His Reading study combines topics from a wide range of disciplines, such as Cognitive psychology, Spelling and Cognition. His work deals with themes such as Executive functions and Normal reading, which intersect with Cognitive psychology.
The study incorporates disciplines such as Intergenerational transmission and Language disorder in addition to Dyslexia. His biological study spans a wide range of topics, including Family literacy and Literacy. The Phonological awareness study combines topics in areas such as Orthography and Learning to read.
The scientist’s investigation covers issues in Reading, Cognitive psychology, Dyslexia, Developmental psychology and Cognition. He studies Phonological awareness which is a part of Reading. The various areas that he examines in his Cognitive psychology study include Visual attention, Verbal learning, Word recognition, Visual perception and Short-term memory.
His Dyslexia research is multidisciplinary, relying on both Phonology, Language disorder and Pseudoword. His work on Behavior management as part of general Developmental psychology study is frequently linked to Information deficit model, bridging the gap between disciplines. His Cognition study incorporates themes from Learning disability and Arithmetic.
His primary areas of study are Reading, Spelling, Literacy, Cognitive psychology and Dyslexia. His research in Reading intersects with topics in Psycholinguistics, Vocabulary and Fluency. His studies deal with areas such as Developmental psychology and Reading comprehension as well as Literacy.
He works mostly in the field of Cognitive psychology, limiting it down to topics relating to Visual perception and, in certain cases, Spatial ability, Compensation, Phonology and Attention span, as a part of the same area of interest. His Dyslexia study integrates concerns from other disciplines, such as Cognitive skill and Short-term memory. In his study, which falls under the umbrella issue of Phonological awareness, Rapid automatized naming is strongly linked to Cognition.
His primary scientific interests are in Reading, Fluency, Indo-European languages, Developmental psychology and Cognitive psychology. Peter F. de Jong integrates many fields, such as Reading, Relation and Statistical analysis, in his works. His Fluency research includes elements of German, Dictation, Pseudoword, Written language and Spelling.
His Indo-European languages research is multidisciplinary, incorporating perspectives in Cognition and Phonological awareness, Rapid automatized naming. His Developmental psychology research incorporates elements of Orthography, Memory span, Short-term memory, Intelligence quotient and Epilepsy. His Cognitive psychology research is multidisciplinary, incorporating elements of Attention span, Visual perception and Visual attention.
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Home Literacy: Opportunity, Instruction, Cooperation and Social-Emotional Quality Predicting Early Reading Achievement
Paul P.M. Leseman;Peter F. De Jong.
Reading Research Quarterly (1998)
Executive Functioning in Children, and Its Relations with Reasoning, Reading, and Arithmetic.
Sophie van der Sluis;Peter F. de Jong;Aryan van der Leij.
Effects of phonological abilities and linguistic comprehension on the development of reading.
Peter F. de Jong;Aryan van der Leij.
Scientific Studies of Reading (2002)
Developmental changes in the manifestation of a phonological deficit in dyslexic children learning to read a regular orthography.
Peter F. de Jong;Aryan van der Leij.
Journal of Educational Psychology (2003)
Lasting Effects of Home Literacy on Reading Achievement in School.
Peter F de Jong;Paul P.M Leseman.
Journal of School Psychology (2001)
Inhibition and shifting in children with learning deficits in arithmetic and reading
Sophie van der Sluis;Peter F de Jong;Aryan van der Leij.
Journal of Experimental Child Psychology (2004)
A Cross-Linguistic Comparison of Children Learning to Read in English and Dutch.
Tanya K. Patel;Margaret J. Snowling;Peter F. de Jong.
Journal of Educational Psychology (2004)
Why are home-literacy environment and children’s reading skills associated? What parental skills reveal
Elsje van Bergen;Titia L. Van Zuijen;Dorothy Bishop;Peter F. de Jong.
Reading Research Quarterly (2017)
Working Memory in Dutch Children with Reading- and Arithmetic-Related LD
Sophie van der Sluis;Aryan van der Leij;Peter F. de Jong.
Journal of Learning Disabilities (2005)
Phonological Awareness and Rapid Automatized Naming as Longitudinal Predictors of Reading in Five Alphabetic Orthographies with Varying Degrees of Consistency
Karin Landerl;H. Harald Freudenthaler;Moritz Heene;Peter F. De Jong.
Scientific Studies of Reading (2019)
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