Ghent University Academic Bibliography

Your filters: cql: keyword exact "LEARNING-DISABILITIES"

Add to list
- Journal Article
- A1
- open access
Developmental dyscalculia is not associated with atypical brain activation : a univariate fMRI study of arithmetic, magnitude processing, and visuospatial working memory

Fu Yu Kwok, Eric D. Wilkey, Lien Peters (UGent) , Ellyn Khiu, Rebecca Bull, Kerry Lee and Daniel Ansari

(2023) HUMAN BRAIN MAPPING. 44(18). p.6308-6325
Add to list
Identifying children with persistent developmental dyscalculia from a 2-min test of symbolic and nonsymbolic numerical magnitude processing

S. Bugden, Lien Peters (UGent) , N. Nosworthy, L. Archibald and D. Ansari

(2021) MIND BRAIN AND EDUCATION. 15(1). p.88-102
Add to list
Vestibular function in children with neurodevelopmental disorders : a systematic review

Ruth Van Hecke (UGent) , Maya Danneels (UGent) , Ingeborg Dhooge (UGent) , Hilde Van Waelvelde (UGent) , Roeljan Wiersema (UGent) , Frederik Deconinck (UGent) and Leen Maes (UGent)

(2019) JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS. 49(8). p.3328-3350
Add to list
Cognitive and motivational challenges in writing : studying the relation with writing performance across students' gender and achievement level

Fien De Smedt (UGent) , Emmelien Merchie (UGent) , Mariska Barendse (UGent) , Yves Rosseel (UGent) , Jessie De Naeghel and Hilde Van Keer (UGent)

(2018) READING RESEARCH QUARTERLY. 53(2). p.249-272
Add to list
- Miscellaneous
- open access
Issue editor foreword : spelling across language systems and languages

Annemie Desoete (UGent) and Christel Van Vreckem (UGent)

(2018) TOPICS IN LANGUAGE DISORDERS. 38(4). p.269-271
Add to list
Dyscalculia and dyslexia : different behavioral, yet similar brain activity profiles during arithmetic

Lien Peters (UGent) , Jessica Bulthe, Nicky Daniels, Hans Op de Beeck and Bert De Smedt

(2018) NEUROIMAGE-CLINICAL. 18. p.663-674
Add to list
- Journal Article
- A1
- open access
Early numerical competencies in 4- and 5-year-old children with autism spectrum disorder.

Daisy Titeca (UGent) , Herbert Roeyers (UGent) and Annemie Desoete (UGent)

(2017) FOCUS ON AUTISM AND OTHER DEVELOPMENTAL DISABILITIES. 32(4). p.279-292
Add to list
- Journal Article
- A1
Intelligence is in the eye of the beholder: investigating repeated IQ-measurements in forensic psychiatry

Petra Habets, Inge Jeandarme, Katarzyna Uzieblo (UGent) , Karel Oei and Stefan Bogaerts

(2015) JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES. 28(3). p.182-192
Add to list
- Journal Article
- A1
- open access
Metacognition for spelling in higher etudents with dyslexia: is there evidence for the dual burden hypothesis?

Wim Tops (UGent) , Maaike Callens (UGent) , Annemie Desoete (UGent) , Michaël Stevens (UGent) and Marc Brysbaert (UGent)

(2014) PLOS ONE. 9(9).
Add to list
A research synthesis on effective writing instruction in primary education

Fien De Smedt (UGent) and Hilde Van Keer (UGent)

(2014) Procedia Social and Behavioral Sciences. 112. p.693-701

Academic Bibliography

Developmental dyscalculia is not associated with atypical brain activation : a univariate fMRI study of arithmetic, magnitude processing, and visuospatial working memory

Identifying children with persistent developmental dyscalculia from a 2-min test of symbolic and nonsymbolic numerical magnitude processing

Vestibular function in children with neurodevelopmental disorders : a systematic review

Cognitive and motivational challenges in writing : studying the relation with writing performance across students' gender and achievement level

Issue editor foreword : spelling across language systems and languages

Dyscalculia and dyslexia : different behavioral, yet similar brain activity profiles during arithmetic

Early numerical competencies in 4- and 5-year-old children with autism spectrum disorder.

Intelligence is in the eye of the beholder: investigating repeated IQ-measurements in forensic psychiatry

Metacognition for spelling in higher etudents with dyslexia: is there evidence for the dual burden hypothesis?

A research synthesis on effective writing instruction in primary education

Contents

Support

Contact