How phonological awareness mediates the relation between working memory and word reading efficiency in children with dyslexia von Knoop‐van Campen, Carolien A. N., Segers, Eliane, Verhoeven, Ludo

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Eye tracking study in children to assess mental calculation and eye movements von Porras, Malena Manchado, Campen, Carolien A. N. Knoop-van, González-Rosa, Javier J., Sánchez-Fernández, Francisco L., Guzmán, José I. Navarro

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The modality and redundancy effects in multimedia learning in children with dyslexia von Knoop‐van Campen, Carolien A. N., Segers, Eliane, Verhoeven, Ludo

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Enacting control with student dashboards: The role of motivation von Knoop‐van Campen, Carolien A. N., Graaf, Joep, Horvers, Anne, Kooi, Rianne, Dijkstra, Rick, Molenaar, Inge

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Impact of audio on navigation strategies in children and adults with dyslexia von Knoop-van Campen, Carolien A. N., Segers, Eliane, Verhoeven, Ludo

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How teachers interpret displays of students’ gaze in reading comprehension assignments von Knoop-van Campen, Carolien A. N., Kok, Ellen, Van Doornik, Roos, De Vries, Pam, Immink, Marleen, Jarodzka, Halszka, Van Gog, Tamara

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How Teachers Make Dashboard Information Actionable von Molenaar, I., Knoop-van Campen, C. A. N.

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How Teacher Characteristics Relate to How Teachers Use Dashboards: Results From Two Case Studies in K-12 von van Leeuwen, Anouschka, Knoop-van Campen, Carolien A. N., Molenaar, Inge, Rummel, Nikol

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How does co-regulation with Adaptive Learning Technologies affect primary school students' goal-setting, regulation of practice behavior and learning outcomes? von Horvers, Anne, Kooi, Rianne, Knoop-van Campen, Carolien A. N., Dijkstra, Rick, Baars, Martine, Molenaar, Inge

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Effects of audio support on multimedia learning processes and outcomes in students with dyslexia von Knoop-van Campen, Carolien A.N., Segers, Eliane, Verhoeven, Ludo

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Modality and redundancy effects, and their relation to executive functioning in children with dyslexia von Knoop-van Campen, Carolien A.N., Segers, Eliane, Verhoeven, Ludo

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How teachers interpret displays of students’ gaze in reading comprehension assignments von Knoop-Van Campen, Carolien A. N, Kok, Ellen, Doornik, Roos Van, Vries, Pam De, Immink, Marleen, Jarodzka, Halszka, Gog, Tamara Van

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