Paul van den Broek

  • van den Broek, P., Helder, A., & Van Leijenhorst, L. (2013). Sensitivity to Structural Centrality: Developmental and individual differences in reading comprehension skills. In M. A. Britt, S. R. Goldman & J.-F. Rouet (Eds.), Reading: From words to multiple texts (pp. 132-146). New York: Routledge.
  • van den Broek, P., & Espin, C. A. (2012). Connecting cognitive theory and assessment: Measuring individual differences in reading comprehension. School Psychology Review, 41, 315-325
  • Clinton, V., & van den Broek, P. (2012). Interest, inferences, and learning from texts. Learning and Individual Differences, 22, 650-663. doi: 10.1016/j.lindif.2012.07.004
  • van den Broek, P., Kendeou, P., Lousberg, S., & Visser, G. (2011). Preparing for reading comprehension: Fostering text comprehension skills in preschool and early elementary school children. International Electronic Journal of Elementary Education, 4(1), 259-268
  • van den Broek, P. (2010). Using texts in science education: Cognitive processes and knowledge representation. Science, 328(5977), 453-456. doi: 10.1126/science.1182594

Christine Espin

  • McMaster, K.M., Espin, C.A., & van den Broek, P.W. (2014). Making connections: Linking cognitive psychology and intervention research to improve comprehension of struggling readers. Learning Disabilities Research and Practice, 29, 17-24.
  • Campbell, H., Espin, C.A., & McMaster, K. (2013). The technical adequacy of curriculum-based writing measures with English Language Learners. Reading and Writing: An Interdisciplinary Journal, 26, 431-452. DOI: 10.1007/s11145-012-9375-6.
  • Espin, C.A., Busch, T., Lembke, E.S., Hampton, D., Seo, K., & Zukowski, B.A. (2013). Curriculum-based measurement in science learning: Vocabulary-matching as an indicator of performance and progress. Assessment for Effective Intervention, 38, 203-213.
  • Chung, S., & Espin, C.A. (2013). CBM progress monitoring in foreign-language learning for secondary-school students: Technical adequacy of different measures and scoring procedures. Assessment for Effective Intervention, 38, 236-248.
  • Espin, C.A., Wallace, T., Lembke, E., Campbell, H., & Long, J.D. (2010). Creating a progress measurement system in reading for middle-school students: Monitoring progress towards meeting high stakes standards. Learning Disabilities Research and Practice, 25, 60-75.

Evert Scholte

  • Van Duijn, G., Dijkxhoorn, Y., Noens, I., Scholte, E., & van Berckelaer-Onnes, I. (2009). Vineland Screener 0-12 years research version (NL). Constructing a screening instrument to assess adaptive behaviour. International Journal of Methods in Psychiatric Research. DOI: 10.1002/mpr.282
  • Manti, E., Scholte, E. M., & Van Berckelaer-Onnes, I. A. (2009). A cross-cultural comparison of childhood developmental disorders between schoolchildren in the Netherlands and Greece. European Journal of Special Needs Education. DOI: 10.1080/08856250903223096
  • Stoutjesdijk, R., Scholte, E.M. & Swaab, H. (2012). Special Needs Characteristics of Children with Emotional and Behavioral Disorders that Affect Inclusion in Regular Education. Journal of Emotional and Behavioral Disorders. DOI: 10.1177/1063426611421156
  • Stoutjesdijk, R., Scholte, E.M. & Swaab, H. (2013), Behavioral and academic development of chil­dren with attention deficit hyperactivity disorder in special education: A one year follow-up. Journal of Attention Disorders. DOI:10.1177/1087054712474687.
  • Manti E., Scholte E.M. & Berckelaer-Onnes I.A. van (2013), Exploration of teaching strategies that stimulate the growth of academic skills of children with ASD in special education school, European Journal of Special Needs Education. DOI: 10.1080/08856257.2012.743729
  • Bijstra, J., van Zoest, K. & Scholte, E.M. (2013). Het vraagprofielinstrument (VPI). Ont­­wik­ke­ling van een handelingsgericht toewijzingsinstrument. Orthopedagogiek: Theo­rie en praktijk, 52, 106-113.