Publications
2024
Scientific publications
Dierkx, V., van de Rijt, B., Hessen, D., van Luit, J. E. H., van Viersen, S. (2024). Early numeracy development as a foundation of mathematics achievement in primary education. Manuscript submitted to Learning & Individual Differences, preprint available through the OSF. https://doi.org/10.31219/osf.io/qn3a5
Lijbers, K. M., van Viersen, S., van Tilborg, A., & Bakx, A. (2024). Cognitive profiles of gifted primary school students with mild reading difficulties. Manuscript accepted at Gifted Child Quarterly.
Appels, S., van Viersen, S., van Erp, S., Hornstra, L., & de Bree, E. H. (2024). A scoping review on word-reading resilience in literacy: Evaluating empirical evidence for protective factors. Journal of Learning & Instruction (special issue on Resilience in Learning), 93, 101969. https://doi.org/10.1016/j.learninstruc.2024.101969
van Viersen, S., Kerkhoff, A., & de Bree, E. H. (2024). Looking beyond literacy and phonology: Word learning and phonological cue use in children with and without dyslexia. Frontiers in Language Sciences – special selection on Spoken Language Processing in Developmental Dyslexia – Beyond Phonology, 3:1389301. https://doi.org/10.3389/flang.2024.1389301
van Viersen, S., Altani, A., de Jong, P. F., & Protopapas, A. (2024). Between-word processing and text-level skills contributing to fluent reading of (non)word lists and text. Reading & Writing. Available online. https://doi.org/10.1007/s11145-024-10533-8
2022
Scientific publications
Layes, S., Cohen, M., & van Viersen, S. (2022). The triple-deficit hypothesis in Arabic: Evidence from children with and without dyslexia. Applied Psycholinguistics, 43, 1165-1192. doi: 10.1017/S0142716422000327
van Viersen, S., Protopapas, A., & de Jong, P. F. (2022). Word- and text-level processes contributing to fluent reading of word lists and sentences. Frontiers in Psychology, 12:789313. doi: 10.3389/fpsyg.2021.789313.
2021
Scientific publications
van Viersen, S., Protopapas, A., Georgiou, G. K., Parrila, R., Ziaka, L., & de Jong, P. F. (2021). Lexicality- and word-length effects on orthographic learning in beginning and advanced readers of Dutch: An eye-tracking study. Quarterly Journal of Experimental Psychology. doi: 10.1177/17470218211047420
Professional publications
van Viersen, S. (2021). De Stelling: Dubbelbijzonder [The Proposition: Twice-exceptional]. TALENT 3, mei 2021, xx-xx.
2019
Scientific publications
van Viersen, S., de Bree, E. H., & de Jong, P. F. (2019). Protective factors and compensation in cases of resolving dyslexia. Scientific Studies of Reading, 23, 416-477. doi:10.1080/10888438.2019.1603543
Professional publications
van Viersen, S. (2019). Dyslexie en Hoogbegaafdheid. Richtlijn voor diagnostiek en behandeling. Lexima magazine, januari 2019, 18-19.
2018
Scientific publications
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, 418-428. doi: 10.1177/0956797617736886
Professional publications
van Viersen, S., de Bree, E. H., van den Boer, M., Wijnekus, M., & de Jong, P. F. (2018). Richtlijn Lees- en Spellingproblemen in combinatie met Hoogbegaafdheid [Guideline on the combination of reading and spelling problems and giftedness]. Amsterdam, The Netherlands: Stichting Dyslexie Nederland (Dutch Dyslexia Association, SDN).
2017
Scientific publications
van Viersen, S. (2017). The only way is up: Risk factors, protective factors and compensation in dyslexia. Amsterdam, The Netherlands: University of Amsterdam. ISBN: 978-94-028-0499-7, NUR: 848 (Dissertation)
van der Donk, M. L. A., van Viersen, S., Hiemstra-Beernink, A.-C., Tjeenk-Kalff, A. C., van der Leij, D. A. F., & Lindauer, R. J. L. (2017). Individual differences in training gains and transfer measures: An investigation of training curves in children with attention-deficit/hyperactivity disorder. Applied Cognitive Psychology, 31, 302-314. doi: 10.1002/acp.3327
van Viersen, S., de Bree, E. H., Verdam, M. E., 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, 937-949. doi: 10.1044/2016_JSLHR-L-16-0031
van Viersen, S., de Bree, E. H., Kroesbergen, E. H., Kalee, L., & de Jong, P. F. (2017). Foreign language reading and spelling in gifted students with dyslexia in secondary education. Reading and Writing: An Interdisciplinary Journal, 30, 1173-1192. doi: 10.1007/s11145-016-9717-x
Professional publications
van Viersen, S. (2017). Dyslexie en Hoogbegaafdheid. REMEDIAAL. Tijdschrift voor leer- en gedragsproblemen in het vo/bve.
2016
Scientific publications
Slot, E. M., van Viersen, S., de Bree, E. H, & Kroesbergen, E. H. (2016). Shared and unique risk factors underlying mathematical disability and reading and spelling disability. Frontiers in Psychology, 7, article no. 803. doi: 10.3389/fpsyg.2016.00803
Donker, M., Kroesbergen, E. H., Slot, E. M., van Viersen, S., & de Bree, E. H. (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. 10.1016/j.lindif.2015.12.011
van Viersen, S., Kroesbergen, E. H., Slot, E. M, & de Bree, E. H. (2016). High reading skills mask dyslexia in gifted children. Journal of Learning Disabilities, 49, 189-199. doi: 10.1177/0022219414538517
Kroesbergen, E. H., van Hooijdonk, M., van Viersen, S., Middel-Lalleman, M. N., & Reijnders, J. J. W. (2016). The psychological well-being of early identified gifted children. Gifted Child Quarterly, 60, 16-30. doi: 10.1177/0016986215609113
2015
Scientific publications
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, 178-198. doi: 10.1007/s11881-015-0106-y
Schot, W. D., van Viersen, S., van ’t Noordende, J. E., Slot, E. M., & Kroesbergen, E. H. (2015). Strategiegebruik op de getallenlijntaak geanalyseerd met behulp van eye-tracking [Analyzing strategy use on a number line task using eye-tracking]. Pedagogische Studiën, 92(1), 55-69.
Toll, S. W. M., van Viersen, S., & van Luit, J. E. H. (2015). The development of (non-)symbolic comparison skills throughout kindergarten and their relations with basic mathematical skills. Learning and Individual Differences, 38, 10-17. doi: 10.1016/j.lindif.2014.12.006
2014
Scientific publications
Kroesbergen, E. H., van Luit, J. E. H., & van Viersen, S. (2014). PASS theory and special educational needs: A European perspective. In T. C. Papadopoulos, R. K. Parilla, & J. R. Kirby (Eds.) Cognition, Intelligence, and Achievement: A Tribute to J. P. Das. San Diego, CA: Academic Press. doi: 10.1016/B978-0-12-410388-7.00013-0
Professional publications
van Viersen, S., & Kroesbergen, E. H. (2014). Dubbel-bijzonder: hoogbegaafd en dyslectisch [Twice-exceptional: gifted and dyslexic]. Gifted@248, winter 2014, 42-44.
2013
Scientific publications
van Viersen, S., Slot, E. M., Kroesbergen, E. H., van ‘t Noordende, J. E., & Leseman, P. P. M. (2013). The added value of eye-tracking in diagnosing dyscalculia: A case study. Frontiers in Psychology, 4, 1-13. doi: 10.3389/fpsyg.2013.00679
Kroesbergen, E. H., de Bree, E. H., Slot, E. M., & van Viersen, S. (2013). Rekenproblemen bij kinderen met dyslexie [Mathematical difficulties in children with dyslexia]. Orthopedagogiek: Onderzoek en Praktijk, 52(7-8), 363-377.
Grant applications
2024
Startingrant (full amount for a 4-year 1,0 fte Phd student + 20.000 euro research costs) Cancelled due to government budget cuts
Title: Road to Resilience: Protective factors in the literacy acquisition of children with Developmental Language Disorder
Applicants: M. van Witteloostuijn & S. van Viersen (PIs)
2022
Workload fund PhD grant (full amount for a 4-year 1,0 fte PhD student + research costs)
Title: Resilience in Reading
Applicants: S. van Viersen & S. van Erp
2021
NFR Young Research Talent Grant, not granted (evaluation: excellent + fundable)
Title: In search of protective factors for reading difficulties: Mechanisms towards resilience
Applicant: S. van Viersen (PI)
2018
NWO Rubicon Grant (€176.000,- for 30 months (0.8 fte) collaboration with Prof. Athanassios Protopapas at Department of Special Needs Education, University of Oslo, Norway)
Title: Sentence reading fluency: Where word- and text-level processes meet.
Applicant: S. van Viersen (PI)
2014
NWO MaGW Research Talent, not granted (evaluation: good)
Title: Hide and seek: Effects of masking and compensation in children with dyslexia
Applicants: E.H. Kroesbergen & S. van Viersen