Temporal variation in children's self-regulated hypermedia learning von Paans, Cindy, Molenaar, Inge, Segers, Eliane, Verhoeven, Ludo

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The Impact of the Digital Home Environment on Kindergartners’ Language and Early Literacy von Segers, Eliane, Kleemans, Tijs

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Predicting the development of early reading in Chinese–Dutch bilinguals von Yuan, Han, Segers, Eliane, Verhoeven, Ludo

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Use of morphological and contextual cues in children’s lexical inferencing in L1 and L2 von Raudszus, Henriette, Segers, Eliane, Verhoeven, Ludo

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Phonological specificity relates to phonological awareness and reading ability in English–French bilingual children von Krenca, Klaudia, Segers, Eliane, Chen, Xi, Shakory, Sharry, Steele, Jeffrey, Verhoeven, Ludo

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Learning word meanings: overnight integration and study modality effects von van der Ven, Frauke, Takashima, Atsuko, Segers, Eliane, Verhoeven, Ludo

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Putting PIRLS to Use in Classrooms Across the Globe: Evidence-Based Contributions for Teaching Reading Comprehension in a Multilingual Context von Bruggink, Marian, Swart, Nicole, van der Lee, Annelies, Segers, Eliane

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The Role of Phonological Awareness, Pinyin Letter Knowledge, and Visual Perception Skills in Kindergarteners' Chinese Character Reading von Yuan, Han, Segers, Eliane, Verhoeven, Ludo

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How word meaning structure relates to executive functioning and theory of mind in children with developmental language disorder: A multiple case study von Camminga, Thomas F., Hermans, Daan, Segers, Eliane, Vissers, Constance T.W.M.

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Classroom ratings of likeability and popularity are related to the Big Five and the general factor of personality von van der Linden, Dimitri, Scholte, Ron H.J., Cillessen, Antonius H.N., Nijenhuis, Jan te, Segers, Eliane

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Predictors of Early Mandarin Chinese Character Reading Development von Yuan, Han, Segers, Eliane, Verhoeven, Ludo

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Context, word, and student predictors in second language vocabulary learning von MULDER, EVELIEN, VAN DE VEN, MARCO, SEGERS, ELIANE, VERHOEVEN, LUDO

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Contextual Richness and Word Learning: Context Enhances Comprehension but Retrieval Enhances Retention von den Broek, Gesa S. E., Takashima, Atsuko, Segers, Eliane, Verhoeven, Ludo

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Beyond the Senses: How Self-Directed Speech and Word Meaning Structure Impact Executive Functioning and Theory of Mind in Individuals With Hearing and Language Problems von Camminga, Thomas F, Hermans, Daan, Segers, Eliane, Vissers, Constance T W M

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Correction to: How social challenges affect children’s regulation and assignment quality in hypermedia: a process mining study von Paans, Cindy, Onan, Erdem, Molenaar, Inge, Verhoeven, Ludo, Segers, Eliane

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Children’s Macro-Level Navigation Patterns in Hypermedia and their Relation with Task Structure and Learning Outcomes von Paans, Cindy, Molenaar, Inge, Segers, Eliane, Verhoeven, Ludo

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Linguistic precursors of advanced math growth in first-language and second-language learners von Kleemans, Tijs, Segers, Eliane

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The neural correlates of rhyme awareness in preliterate and literate children von Wagensveld, Barbara, van Alphen, Petra, Segers, Eliane, Hagoort, Peter, Verhoeven, Ludo

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Experimentation Abilities in Kindergarten Children with Learning Problems von van der Graaf, Joep, Segers, Eliane, Verhoeven, Ludo

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Cognitive and Linguistic Predictors of Basic Arithmetic Skills: Evidence from First-language and Second-language Learners von Kleemans, Tijs, Segers, Eliane, Verhoeven, Ludo

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