Publicaties
2023
Wetenschappelijke publicaties
Verhagen, J., & de Bree, E. (2023). Non-adjacent dependency learning from variable input: investigating the effects of bilingualism, phonological memory, and cognitive control. Frontiers in Psychology, 14, 1127718. https://doi.org/10.3389/fpsyg.2023.1127718
Bazen, L., de Bree, E. H., van den Boer, M., & de Jong, P. F. (2023). Perceived negative consequences of dyslexia: the influence of person and environmental factors. Annals of Dyslexia, 73(2), 214–234. https://doi.org/10.1007/s11881-022-00274-0
Vakpublicaties
van der Beek, J., Suijkerbuijk, L., & de Bree, E. (2023). De behandeling van emotionele problemen bij ernstige dyslexie: Suggesties voor behandelaren in de (vergoede) dyslexiezorg.
2022
Wetenschappelijke publicaties
van de Ven, M., Hofman, A. D., de Bree, E., Segers, E., Verhoeven, L., & van der Maas, H. L. J. (2022). The Influence of Native and Foreign Language Cues in Foreign Language Double Consonant Spelling. Journal of Writing Research, 14(2), 299-341. https://doi.org/10.17239/JOWR-2022.14.02.01
de Bree, E. (2022). Taal in uitvoering: Passend onderwijs voor taal en TOS. https://vhz-online.nl/media/2022/2022_oratie_de_bree/de_bree_taal_in_uitvoering_09112022.pdf
de Bree, E., Lammertink, I., van Witteloostuijn, M., & Rispens, J. (2022). Word-level spelling of children with dyslexia and developmental language disorder. Stem-, Spraak- en Taalpathologie, 27, 24-52. https://doi.org/10.21827/32.8310/2022-SG-24
de Bree, E., Boerma, T., Hakvoort, B., Blom, E., & van den Boer, M. (2022). Word reading in monolingual and bilingual children with developmental language disorder. Learning and Individual Differences, 98, 1-10. [102185]. https://doi.org/10.1016/j.lindif.2022.102185
van de Ven, M., Hofman, A. D., de Bree, E., Segers, E., Verhoeven, L., & van der Maas, H. (2022). Doubling up: The Influence of Native and Foreign Language Cues in Foreign Language Double Consonant Spelling. Journal of Writing Research. https://www.jowr.org/index.php/jowr/article/view/886
de Bree, E., van den Boer, M., Toering, B., & de Jong, P. F. (2022). A Stitch in Time…: Comparing Late-Identified, Late-Emerging and Early-Identified Dyslexia. Dyslexia, 28(3), 276-292. https://doi.org/10.1002/dys.1712
de Bree, E., & Verhagen, J. (2022). Statistical Learning in Children with a Family Risk of Dyslexia. Dyslexia, 28(2), 185–201. https://doi.org/10.1002/dys.1711
van den Boer, M., Bazen, L., & de Bree, E. (2022). The same yet different: Oral and silent reading in children and adolescents with dyslexia. Journal of Psycholinguistic Research, 51(4), 803–817. https://doi.org/10.1007/s10936-022-09856-w
Vakpublicaties
Bliekendaal, W., van den Bosch, R., Hakvoort, B., van den Boer, M., & de Bree, E. (2022). Herhaalen, herhallen, herhalen: Spellingonderwijs- en ondersteuning aan leerlingen met een taalontwikkelingsstoornis. Didactief. https://didactiefonline.nl/artikel/herhaalen-herhallen-herhalen
Populariserende publicaties
de Bree, E. (Author). (2022). Hebben Chinezen ook Dyslexie? Geüpdatete bijdrage aan de Taalcanon. Web publication/site http://www.taalcanon.nl/vragen/hebben-italianen-en-chinezen-ook-dyslexie/
2021
Wetenschappelijke publicaties
De Bree, E., & Van Den Boer, M. (2021). Wrong place, wrong time: Children's sensitivity to present tense spelling conventions. Applied Psycholinguistics, 42(5), 1221-1242. https://doi.org/10.1017/S0142716421000254
Krepel, A., de Bree, E., Mulder, E., van de Ven, M., Segers, E., Verhoeven, L., & de Jong, P. F. (2021). Predicting EFL vocabulary, reading, and spelling in English as a foreign language using paired-associate learning. Learning and Individual Differences, 89, 1-10. [102021]. https://doi.org/10.1016/j.lindif.2021.102021
Mulder, E., van de Ven, M., Segers, E., Krepel, A., de Bree, E. H., van der Maas, H., de Jong, P. F., & Verhoeven, L. (2021). Serious game-based word-to-text integration intervention effects in English as a second language. Contemporary Educational Psychology, 65, [101972]. https://doi.org/10.1016/j.cedpsych.2021.101972
Krepel, A., de Bree, E. H., Mulder, E., van de Ven, M., Segers, E., Verhoeven, L., & de Jong, P. F. (2021). The unique contribution of vocabulary in the reading development of English as a foreign language. Journal of Research in Reading, 44(3), 453-474. https://doi.org/10.1111/1467-9817.12350
de Klerk, M., de Bree, E., Veen, D., & Wijnen, F. (2021). Speech discrimination in infants at family risk of dyslexia: Group and individual-based analyses. Journal of Experimental Child Psychology, 206, 1-26. [105066]. https://doi.org/10.1016/j.jecp.2020.105066
Verhagen, J., & de Bree, E. (2021). Effects of bilingualism on statistical learning in preschoolers. Linguistic Approaches to Bilingualism, 11(5), 611 - 639. https://doi.org/10.1075/lab.18102.ver
de Bree, E., & Zee, M. (2021). The unique role of verbal memory, vocabulary, concentration and self-efficacy in children’s listening comprehension in upper elementary grades. First Language, 41(2), 129-153. https://doi.org/10.1177/0142723720941680
Krepel, A., de Bree, E. H., & de Jong, P. F. (2021). Does the availability of orthography support L2 word learning? Reading and Writing, 34(2), 467–496. https://doi.org/10.1007/s11145-020-10078-6
Vakpublicaties
Scheltinga, F., Tijms, J., Zeguers, M., Rolak, M., & de Bree, E. (2021). Brede vakinhoudelijke richtlijn dyslexie. https://www.nkd.nl/onderwijs/brede-vakinhoudelijke-richtlijn-dyslexie/
Tijms, J., de Bree, E., Bonte, M., de Jong, P. F., Loykens, E., & Reij, R. (2021). Protocol Dyslexie Diagnostiek en Behandeling - versie 3.0. NKD. https://www.nkd.nl/professionals/protocol-dyslexie-diagnose-en-behandeling/
de Bree, E., & Zee, M. (2021). Sociale interactie met klasgenootjes. Het Jonge Kind, 10.
2020
Wetenschappelijke publicaties
Drijver, S., van den Boer, M., & de Bree, E. (2020). Hoe taken en takken elkaar beïnvloeden: De invloed van parallelvormen op spelling. Pedagogische Studien, 97(4), 309-323.
https://dspace.library.uu.nl/bitstream/handle/1874/411919/Drijver_van_den_Boer_de_Bree_Taken_takken_PS2020.pdf?sequence=1
https://dspace.library.uu.nl/bitstream/handle/1874/411919/Drijver_van_den_Boer_de_Bree_Taken_takken_PS2020.pdf?sequence=1
Verhagen, J., de Bree, E., & Unsworth, S. (2020). Effects of Bilingual Language Use and Language Proficiency on 24-month-olds’ Cognitive Control. Journal of Cognition and Development, 21(1), 46-71. https://doi.org/10.1080/15248372.2019.1673752
Zee, M., de Bree, E., Hakvoort, B., & Koomen, H. M. Y. (2020). Exploring relationships between teachers and students with diagnosed disabilities: A multi-informant approach. Journal of Applied Developmental Psychology, 66, [101101]. https://doi.org/10.1016/j.appdev.2019.101101
Bazen, L., van den Boer, M., de Jong, P. F., & de Bree, E. H. (2020). Early and late diagnosed dyslexia in secondary school: Performance on literacy skills and cognitive correlates. Dyslexia, 26(4), 359-376. https://doi.org/10.1002/dys.1652
Mulder, E., van de Ven, M., Segers, E., Krepel, A., de Bree, E. H., de Jong, P. F., & Verhoeven, L. (2020). Word-to-text integration in English as a second language reading comprehension. Reading and Writing. https://doi.org/10.1007/s11145-020-10097-3
2019
Wetenschappelijke publicaties
Wolf, M. C., Muijselaar, M. M. L., Boonstra, A. M., & de Bree, E. H. (2019). The relationship between reading and listening comprehension: shared and modality-specific components. Reading and Writing, 32(7), 1747-1767. https://doi.org/10.1007/s11145-018-9924-8
de Bree, E., & van den Boer, M. (2019). Knowing what we don’t know: cognitive correlates of early spelling of different target types. Reading and Writing, 32(8), 2125-2148. https://doi.org/10.1007/s11145-019-09936-9
van Viersen, S., de Bree, E. H., & de Jong, P. F. (2019). Protective Factors and Compensation in Resolving Dyslexia. Scientific Studies of Reading, 23(6), 461-477. https://doi.org/10.1080/10888438.2019.1603543
Unsworth, S., Brouwer, S., De Bree, E., & Verhagen, J. (2019). Predicting bilingual preschoolers' patterns of language development: Degree of non-native input matters. Applied Psycholinguistics, 40(5), 1189-1219. https://doi.org/10.1017/S0142716419000225
Van Der Ven, S., & de Bree, E. (2019). Variation is the Spice of Spelling: The Effect of Implicit Cues on Dutch Past Tense Spelling is Dependent on Age, Literacy, and Task Format. Scientific Studies of Reading, 23(5), 369-385. https://doi.org/10.1080/10888438.2019.1579217
Stokes, S. F., de Bree, E., Kerkhoff, A., Momenian, M., & Zamuner, T. (2019). Phonology, semantics, and the comprehension–expression gap in emerging lexicons. Journal of Speech, Language, and Hearing Research, 62(12), 4509-4522. https://doi.org/10.1044/2019_JSLHR-19-00177
de Klerk, M., Veen, D., Wijnen, F., & de Bree, E. (2019). A step forward: Bayesian hierarchical modelling as a tool in assessment of individual discrimination performance. Infant Behavior and Development, 57, [101345]. https://doi.org/10.1016/j.infbeh.2019.101345
https://dspace.library.uu.nl/bitstream/handle/1874/390955/StepForward_Manuscript_NOTBlinded_NOTMarked_20190719.pdf?sequence=3
https://dspace.library.uu.nl/bitstream/handle/1874/390955/StepForward_Manuscript_NOTBlinded_NOTMarked_20190719.pdf?sequence=3
Verhagen, J., Boom, J., Mulder, H., de Bree, E., & Leseman, P. (2019). Reciprocal Relationships Between Nonword Repetition and Vocabulary During the Preschool Years. Developmental Psychology, 55(6), 1125–1137. https://doi.org/10.1037/dev0000702
de Klerk, M. K. A., de Bree, E. H., Kerkhoff, A. O., & Wijnen, F. N. K. (2019). Lost and Found: Decline and Reemergence of Non-Native Vowel Discrimination in the First Year of Life. Language Learning and Development. https://doi.org/10.1080/15475441.2018.1497490
2018
Wetenschappelijke publicaties
van Viersen, S., de Bree, E. H., Zee, M., Maassen, B., van der Leij, A., & de Jong, P. F. (2018). Pathways Into Literacy: The Role of Early Oral Language Abilities and Family Risk for Dyslexia. Psychological Science, 29(3), 418-428. https://doi.org/10.1177/0956797617736886
de Bree, E., Geelhoed, J., & van den Boer, M. (2018). Overruled! Implicit cues rather than an orthographic rule determine Dutch children's vowel spelling. Learning and Instruction, 56, 30-41. https://doi.org/10.1016/j.learninstruc.2018.03.006
van den Boer, M., de Bree, E. H., & De Jong, P. F. (2018). Simulation of dyslexia. How literacy and cognitive skills can help distinguish college students with dyslexia from malingerers. PLoS One, 13(5), [e0196903]. https://doi.org/10.1371/journal.pone.0196903
Vakpublicaties
van Viersen, S., de Bree, E., van den Boer, M., Wijnekus, M., & de Jong, P. F. (2018). Richtlijn Lees- en Spellingproblemen in combinatie met Hoogbegaafdheid. Stichting Dyslexie Nederland.
https://dspace.library.uu.nl/bitstream/handle/1874/424999/Richtlijn_diagnostiek_dyslexie_en_hoogbegaafdheid_DEFINITIEF.docx?sequence=1
https://dspace.library.uu.nl/bitstream/handle/1874/424999/Richtlijn_diagnostiek_dyslexie_en_hoogbegaafdheid_DEFINITIEF.docx?sequence=1
2017
Wetenschappelijke publicaties
Rispens, J., & de Bree, E. (2017). Past tense production in children with SLI and bilingual children. In Edited by Elma Blom, Leonie Cornips and Jeannette Schaeffer (Ed.), Cross-linguistic Influence in Bilingualism: In honor of Aafke Hulk (pp. 259-278) https://doi.org/10.1075/sibil.52.12ris
Zee, M., & de Bree, E. (2017). Students’ self-regulation and achievement in basic reading and math skills: the role of student–teacher relationships in middle childhood. European Journal of Developmental Psychology, 14(3), 265-280. https://doi.org/10.1080/17405629.2016.1196587
van Viersen, S., de Bree, E. H., Verdam, M., Krikhaar, E., Maassen, B., van der Leij, A., & de Jong, P. F. (2017). Delayed early vocabulary development in children at family risk of Dyslexia. Journal of Speech, Language, and Hearing Research, 60(4), 937-949. https://doi.org/10.1044/2016_JSLHR-L-16-0031
Muijselaar, M. M. L., De Bree, E. H., Steenbeek-Planting, E. G., & De Jong, P. F. (2017). Is de cloze-toets een betrouwbare en valide maat voor begrijpend lezen? Pedagogische Studien, 94(5), 418-435.
Verhagen, J., de Bree, E., Mulder, H., & Leseman, P. (2017). Effects of Vocabulary and Phonotactic Probability on 2-Year-Olds’ Nonword Repetition. Journal of Psycholinguistic Research, 46(3), 507-524. https://doi.org/10.1007/s10936-016-9448-9
Overige resultaten
Unsworth, S., de Bree, E. H., & Verhagen, J. (2017). Input quality and language development: Comparing bilingual and monolingual preschoolers. Paper presented at International Symposium on Bilingualism, Limerick, Ireland.
Verhagen, J., de Bree, E. H., Unsworth, S., & Wijnen, F. N. K. (2017). Language learning from consistent and inconsistent input: Is there a bilingual advantage?. Paper presented at International Symposium on Bilingualism, Limerick, Ireland.
de Klerk, M. K. A., de Bree, E. H., Kerkhoff, A. O., & Wijnen, F. N. K. (2017). Phonological Difficulties attested in Infants at Family Risk of Dyslexia. Poster session presented at Symposium on Research in Child Language Disorders (SRCLD), Madison, Wisconsin, United States.
2016
Wetenschappelijke publicaties
Hakvoort, B., de Bree, E., van Der Leij, A., Maassen, B., van Setten, E., Maurits, N., & van Zuijen, T. L. (2016). The role of categorical speech perception and phonological processing in familial risk children with and without dyslexia. Journal of Speech, Language, and Hearing Research, 59(6), 1448-1460. https://doi.org/10.1044/2016_JSLHR-L-15-0306
de Bree, E. H., & Wijnen, F. N. K. (2016). Word stress competence and literacy in Dutch children with a family risk of dyslexia and children with dyslexia. In J. Thomson, & L. Jarmulowicz (Eds.), Linguistic Rhythm and Literacy (pp. 135-162). (Trends in Language Acquisition Research; Vol. 17). Johns Benjamins Publishing Company.
Donker, M., Kroesbergen, E., Slot, E., Van Viersen, S., & De Bree, E. (2016). Alphanumeric and non-alphanumeric Rapid Automatized Naming in children with reading and/or spelling difficulties and mathematical difficulties. Learning and Individual Differences, 47, 80-87. https://doi.org/10.1016/j.lindif.2015.12.011
van Viersen, S., Kroesbergen, E., Slot, E., & de Bree, E. (2016). High reading skills mask dyslexia in gifted children. Journal of Learning Disabilities, 49(2), 189-199. https://doi.org/10.1177/0022219414538517
2015
Wetenschappelijke publicaties
Rispens, J., & De Bree, E. (2015). Bilingual children's production of regular and irregular past tense morphology. Bilingualism, 18(2), 290-303. https://doi.org/10.1017/S1366728914000108
van Viersen, S., de Bree, E. H., Kroesbergen, E. H., Slot, E. M., & de Jong, P. F. (2015). Risk and protective factors in gifted children with dyslexia. Annals of Dyslexia, 65(3), 178-198. https://doi.org/10.1007/s11881-015-0106-y
Wijnen, F. N. K., de Bree, E. H., van Alphen, P. M., de Jong, J., & van der Leij, A. (2015). Comparing SLI and dyslexia: developmental language profiles and reading outcomes. In S. Stavrakaki (Ed.), Specific language impairment: Current trends in research (pp. 89-112). (Language Acquisition and Language Disorders; Vol. 58). Johns Benjamins Publishing Company. https://doi.org/10.1075/lald.58.04wij
2014
Wetenschappelijke publicaties
Rispens, J., & de Bree, E. (2014). Past Tense Productivity: Comparing Bilingual Children and Children with SLI. Proceedings of the Annual Boston University Conference on Language Development, 2, 368-379.
Kerkhoff, A., De Bree, E., Hoeben, I., & Vreugdenhil, A. (2014). The influence of orthography on past tense formation by poor readers. Stem-, Spraak- en Taalpathologie, 19. https://www.mendeley.com/catalogue/d00387d7-5989-34af-aac2-556a45d8d9db/
Tullener, E., & de Bree, E. (2014). Narratieve vaardigheden van Nederlands(talig)e laaggeletterde volwassenen. Stem-, Spraak-, en Taalpathologie, 19, 120-140. https://www.mendeley.com/catalogue/c7ef990f-b5ad-361c-904b-9f1fdfb09e00/
Rispens, J. E., & De Bree, E. H. (2014). Past tense productivity in Dutch children with and without SLI: The role of morphophonology and frequency. Journal of Child Language, 41(1), 200-225. https://doi.org/10.1017/S0305000912000542
De Bree, E., & Unsworth, S. (2014). Dutch and English literacy and language outcomes of dyslexic students in regular and bilingual secondary education. Dutch Journal of Applied Linguistics, 3(1), 62-81. https://doi.org/10.1075/dujal.3.1.04bre
Kerkhoff, A., De Bree, E., Hoeben, I., & Vreugdenhil, A. (2014). De invloed van orthografie op verleden tijdsvorming door zwakke lezers. Stem- Spraak- & Taalpathologie, 19, 1-18.
2013
Wetenschappelijke publicaties
Kerkhoff, A., De Bree, E., De Klerk, M., & Wijnen, F. (2013). Non-adjacent dependency learning in infants at familial risk of dyslexia. Journal of Child Language, 40(1), 11-28. https://doi.org/10.1017/S0305000912000098
Hoeijmakers, M., de Bree, E. H., & Keijzer, M. (2013). English spelling performance of Dutch grammar students. Dutch Journal of Applied Linguistics, 2, 152-169.
Kroesbergen, E. H., de Bree, E. H., Slot, E. M., & van Viersen, S. (2013). Rekenproblemen bij kinderen met dyslexie. Orthopedagogiek: Onderzoek en Praktijk, 52, 363-377.
2012
Wetenschappelijke publicaties
de Bree, E. H., Snowling, M., Gerrits, E., van Alphen, P. M., van der Leij, A., & Wijnen, F. N. K. (2012). Phonology and literacy? Follow-up results of the Utrecht dyslexia and SLI project. In A. Benasich, & R. Holly Fitch (Eds.), Developmental dyslexia: Early precursors, neurobehavioural markers and biological substrates (pp. 133-150). Lawrence Erlbaum.
Vakpublicaties
de Bree, E. H. (2012). Hebben Chinezen ook dyslexie? In M. Boogaard, & M. Jansen (Eds.), De taalcanon: Alles wat je altijd al wilde weten over taal: Vijftig deskundigen in één boek over het verschijnsel taal (pp. 65-68). Meulenhoff.
2011
Wetenschappelijke publicaties
de Bree, E. H., & van der Pas, B. (2011). Weak syllable truncation in children with a familial risk of dyslexia and children with SLI. In W. Zonneveld, H. Quené, & W. Heeren (Eds.), Sound and sounds. Studies presented to M.E.H. (Bert) Schouten on the occasion of his 65th birthday (pp. 21-32). UiL OTS.
Kerkhoff, A. O., de Bree, E. H., de Klerk, M. K. A., & Wijnen, F. N. K. (2011). Implicit Learning and Dyslexia: Non-Adjacent Dependency Learning in Infants at Familial Risk of Dyslexia. In N. Danis, K. Mesh, & H. Sung (Eds.), BUCLD 35: Proceedings of the 35th annual Boston University Conference on Language Development (pp. 358-370). Cascadilla Press.
Capel, D. J. H., de Bree, E. H., Kerkhoff, A. O., Wijnen, F. N. K., & de Klerk, M. K. A. (2011). Distributional cues affect phonetic discrimination in Dutch infants. In W. Zonneveld, H. Quené, & W. Heeren (Eds.), Sound and sounds. Studies presented to M.E.H (Bert) Schouten on the occasion of his 65th birthday UiL OTS.
2010
Wetenschappelijke publicaties
Janse, E., de Bree, E. H., & Brouwer, S. M. (2010). Decreased sensitivity to phonemic mismatch in spoken word processing in adult developmental dyslexia. Journal of Psycholinguistic Research, 39(6), 523-539. https://doi.org/10.1007/s10936-010-9150-2
Rispens, J. E., & de Bree, E. H. (2010). Past tense productivity in Dutch children with SLI: The role of phonology. In K. Franich, K. M. Iserman, & L. L. Keil (Eds.), Proceedings of the 34th annual Boston University Conference on Language Development. (pp. 327-338). Cascadilla Press.
de Bree, E. H., Wijnen, F. N. K., & Gerrits, P. A. M. (2010). Non-word repetition and literacy in Dutch children at-risk of dyslexia and children with SLI: Results of the follow-up study. Dyslexia, 16(1), 36-44. https://doi.org/10.1002/dys.395
de Bree, E. H., & Kerkhoff, A. O. (2010). Bempen of Bemben: Differences between children at-risk of dyslexia and children with SLI on a Morpho-phonological task. Scientific Studies of Reading, 14(1), 85-109.
Vakpublicaties
de Bree, E. H., Kerkhoff, A. O., & Wijnen, F. N. K. (2010). Overeenkomsten en verschillen tussen dyslexie en primaire taalstoornissen. In L. Verhoeven, F. Wijnen, K. van den Bos, & R. Kleijnen (Eds.), Zorg om Dyslexie (pp. 45-60). Garant.
Overige resultaten
Kerkhoff, A. O., Erkelens, M., de Bree, E. H., de Klerk, M. K. A., & Wijnen, F. N. K. (2010). Dutch 16-month olds use frequent morpheme frames to categorize novel words. Poster session presented at International Conference on Infant Studies, Baltimore, United States.
2009
Wetenschappelijke publicaties
de Bree, E. H. (2009). Werk aan de winkel: Ontwikkeling en onderzoek naar comorbiditeit in ontwikkelingsstoornissen. Stem-, Spraak- en Taalpathologie, 16, 155-160.
2008
Wetenschappelijke publicaties
Gerrits, E., & de Bree, E. (2008). Early language development of children at familial risk of dyslexia: speech perception and production. Journal of Communication Disorders, 42(3), 180-94. https://doi.org/10.1016/j.jcomdis.2008.10.004
de Bree, E. H., & Wijnen, F. N. K. (2008). Nonsensewoordrepetitie en leesvaardigheid in kinderen met een risico voor dyslexie en kinderen met een taalstoornis (SLI). Stem- Spraak- & Taalpathologie, 16(2), 124-131.
de Bree, E. H., Zonneveld, W., Wijnen, F. N. K., & Nouveau, D. (2008). Woordklemtoonproductie van kinderen met (een risico op) dyslexie. Nederlandse taalkunde, 13(3), 241-261.
Capel, D. J. H., de Bree, E. H., Kerkhoff, A. O., & Wijnen, F. N. K. (2008). Nederlandse baby's gebruiken statistische informatie om spraakklanken te leren onderscheiden. Toegepaste Taalwetenschap in Artikelen, (79), 21-29.
2007
Wetenschappelijke publicaties
de Bree, E., Rispens, J., & Gerrits, E. (2007). Non-word repetition in Dutch children with (a risk of) dyslexia and SLI. Clinical Linguistics and Phonetics, 21(11-12), 935-944. https://doi.org/10.1080/02699200701576892
Van Alphen, P., De Bree, E., Fikkert, P., & Wijnen, F. (2007). The role of metrical stress in comprehension and production in Dutch children at-risk of dyslexia. In International Speech Communication Association - 8th Annual Conference of the International Speech Communication Association, Interspeech 2007 (Vol. 1, pp. 737-740)
de Bree, E. H. (2007). Dyslexia and phonology: A study of the phonological abilities of Dutch children at-risk of dyslexia. [Doctoral thesis 1 (Research UU / Graduation UU), Utrecht University]. LOT Dissertation Series.
de Bree, E. H., Janse, E., & van de Zande, A. M. (2007). Stress assignment in aphasia: Word and non-word reading and non-word repetition. Brain and Language, (103), 264-275.
de Bree, E. H. (2007). Word stress production in Dutch children with dyslexia. In C. Keskin, M. Kolkman, & M. Rigtering (Eds.), UiL OTS Yearbook 2006 (pp. 35-49). Utrecht Institute of Linguistics.
Zonneveld, W., van der Pas, B., & de Bree, E. H. (2007). Feet and syllables in elephants and missiles: A reappraisal. Clinical Linguistics and Phonetics, 21, 29-36.
de Bree, E. H., Rispens, J., & Gerrits, E. (2007). Non-word repetition in children with (a familial risk of) dyslexia and children with SLI. Clinical Linguistics and Phonetics, 21, 935-944.
2006
Wetenschappelijke publicaties
de Bree, E. H., Wijnen, F. N. K., & Zonneveld, W. (2006). Word stress production of three-year-old children at risk of dyslexia. Journal of Research in Reading, 29(3), 304-317. http://www.let.uu.nl/~Frank.Wijnen/personal/publ.html
Vakpublicaties
Gerrits, E., de Bree, E. H., & Wijnen, F. N. K. (2006). De spraakperceptie en spraakproductie van kinderen met dyslexie. Logopedie, 19(4), 3-12. http://www.let.uu.nl/~Frank.Wijnen/personal/publ.html
2005
Wetenschappelijke publicaties
Kerkhoff, A. O., & de Bree, E. H. (2005). Acquisition of morpho-phonology in children with Specific Language Impairment and typically developing children. In A. Kerhoff, J. de Lange, & O. Sadeh Leicht (Eds.), UiL OTS Yearbook 2004 (pp. 37-52). UiL OTS.
Vakpublicaties
Wijnen, F. N. K., Wilsenach, A. C., & de Bree, E. H. (2005). Dyslexie: vroege voorlopers in de taalontwikkeling. Logopedie, 18(4), 3-11.
2004
Wetenschappelijke publicaties
van Alphen, P., de Bree, E., Gerrits, E., de Jong, J., Wilsenach, C., & Wijnen, F. (2004). Early language development in children with a genetic risk of dyslexia. Dyslexia, 10(4), 265-288. https://doi.org/10.1002/dys.272
de Bree, E. H., Wilsenach, C., & Gerrits, E. (2004). Fonologische verwerking en fonologisch werkgeheugen van kinderen met taalproblemen. Stem-, Spraak- en Taalpathologie, 12(3), 172-186.
de Jong, J., de Bree, E. H., Wilsenach, A. C., & Gerrits, E. (2004). Dyslexie in relatie tot primaire taalstoornissen. In K. P. Van den Bos, & L. Verhoeven (Eds.), Leven met dyslexie Garant.
Vakpublicaties
de Bree, E. H., & van der Pas, B. (2004). In search of precursors of dyslexia: expressive phonology in children at-risk for dyslexia and children with SLI. Link : Tijdschrift voor Linguistiek te Utrecht, 14(4), 7-24.
2002
Wetenschappelijke publicaties
de Bree, E. H., & Wilsenach, A. C. (2002). Op zoek naar voorlopers en voorspellers van dyslexie. Remediaal, 3(2), 4-7.