Inclusief basisonderwijs in de KAR: kansen en bedreigingen von Salman, Jwan, Schuman, Hans, Bosman, Anna M.T.

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Characteristics of early spelling of children with Specific Language Impairment von Cordewener, Kim A.H, Bosman, Anna M.T, Verhoeven, Ludo

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Semantic categorization: A comparison between deaf and hearing children von Ormel, Ellen A, Gijsel, Martine A.R, Hermans, Daan, Bosman, Anna M.T, Knoors, Harry, Verhoeven, Ludo

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Sociometric Status and Self-Image of Children with Specific and General Learning Disabilities in Dutch General and Special Education Classes von Bakker, Joep T. A., Denessen, Eddie, Bosman, Anna M. T., Krijger, Eva-Maria, Bouts, Lex

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Studying Complex Adaptive Systems With Internal States: A Recurrence Network Approach to the Analysis of Multivariate Time-Series Data Representing Self-Reports of Human Experience von Hasselman, Fred, Bosman, Anna M. T.

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Intelligence tests and the individual: Unsolvable problems with validity and reliability von van Hoogdalem, Anouk, Bosman, Anna MT

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The Best of Both Worlds? General Principles of Psychopathology in Personalized Assessment von Olthof, Merlijn, Hasselman, Fred, Aas, Benjamin, Lamoth, Daniela, Scholz, Silvia, Daniels-Wredenhagen, Nora, Goldbeck, Florens, Weinans, Els, Strunk, Guido, Schiepek, Günter, Bosman, Anna M. T., Lichtwarck-Aschoff, Anna

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Contemporary theories of 1/f noise in motor control von Diniz, Ana, Wijnants, Maarten L., Torre, Kjerstin, Barreiros, João, Crato, Nuno, Bosman, Anna M.T., Hasselman, Fred, Cox, Ralf F.A., Van Orden, Guy C., Delignières, Didier

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Differential relationships between language skills and working memory in Turkish–Dutch and native-Dutch first-graders from low-income families von Bosman, Anna M. T., Janssen, Marije

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Dyslexie font does not benefit reading in children with or without dyslexia von Kuster, Sanne M., van Weerdenburg, Marjolijn, Gompel, Marjolein, Bosman, Anna M. T.

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The Role of Instruction for Spelling Performance and Spelling Consciousness von Cordewener, Kim A. H., Hasselman, Fred, Verhoeven, Ludo, Bosman, Anna M. T.

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Teaching verb spelling through explicit direct instruction von Chamalaun, Robert, Bosman, Anna, Ernestus, Mirjam

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Does popularity determine who leads in a dyadic cooperative task? Subtle differences between children with and without developmental disabilities von Vink, Roy, Cillessen, Antonius H.N., Hasselman, Fred, Wijnants, Maarten L., Bosman, Anna M.T.

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Evaluating a staff training program on the interaction between staff and people with intellectual disability and challenging behaviour: An observational study von Embregts, Petri J. C. M., Zijlmans, Linda J. M., Gerits, Linda, Bosman, Anna M. T.

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Self-Image and Peer Acceptance of Dutch Students in Regular and Special Education von Bakker, Joep T. A., Bosnian, Anna M. T.

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Progress in reading and spelling of dyslexic children is not affected by executive functioning von Walda, Sietske A.E., van Weerdenburg, Marjolijn, Wijnants, Maarten L., Bosman, Anna M.T.

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Training staff serving clients with intellectual disabilities: A meta-analysis of aspects determining effectiveness von van Oorsouw, Wietske M.W.J., Embregts, Petri J.C.M., Bosman, Anna M.T., Jahoda, Andrew

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Conversational Synchronization in Naturally Occurring Settings: A Recurrence-Based Analysis of Gaze Directions and Speech Rhythms of Staff and Clients with Intellectual Disability von Reuzel, Ellen, Embregts, Petri J. C. M., Bosman, Anna M. T., Cox, Ralf, van Nieuwenhuijzen, Maroesjka, Jahoda, Andrew

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Does Competence Determine Who Leads in a Dyadic Cooperative Task? A Study of Children with and without a Neurodevelopmental Disorder von Wijnants, Maarten L., Cillessen, Antonius H. N., Hasselman, Fred, Vink, Roy, Bosman, Anna M. T.

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Improving Spelling Performance and Spelling Consciousness von Cordewener, Kim A. H., Verhoeven, Ludo, Bosman, Anna M. T.

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