Sietske van Viersen

Bilde av Sietske van Viersen
English version of this page
E-post s.van.viersen@isp.uio.no
Rom 431
Brukernavn
Besøksadresse Sem Sælands vei 7 Helga Engs hus 0371 OSLO
Postadresse Postboks 1140 Blindern 0318 OSLO

Faglige interesser

  • Literacy-utvikling
  • Leseprosesser
  • Lærevansker
  • Klinisk vurdering
  • Dysleksi
  • Risiko- og beskyttelsesfaktorer
  • Kompensasjon

Bakgrunn

  • 11/2016 - 11/2018 Postdoktor. Research Institute of Child Development and Education (RICDE), Universitet i Amsterdam
  • 4/2014 - 10/2016 PhD-student, Research Institute of Child Development and Education (RICDE), Universitet i Amsterdam
  • 6/2013 - 6/2014 Juniorforsker, Department of special Education, Centre of Cognitive and Motor Disabilities, Universitetet i Utrecht
  • 2014 - 2018 Masteroppgaveveiledning, kliniske kurs (bachelor og master), forskningspraksis (bachelor) ved Universitetet i Amsterdam og det nederlandske lærerutdanningsprogrammet
  • 2013 - 2014 Oppgaveveiledning (bachelor og master), tilsyn for klinisk praksis (bachelor og master) og bacheloremner (nivå 3) ved Universitetet i Utrecht

Stipend

  • Rubicon grant (2018), Dutch Organisation for Scientific Research (NWO)

Utdanning

  • 4/2014 - 10/2016 PhD Graduate School of Child Development and Education, Universitet i Amsterdam
  • 9/2011 - 5/2013 Research Master Edcuational Sciences: Learning in Interaction, Universitetet i Utrecht Universitet (cum laude)
  • 9/2007 - 1/2011 Bachelor in Pedagogical Sciences, Universitet i Utrecht

Publikasjoner

Fagfellevurderte publikasjoner

  • 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. http://doi.org/10.1177/0956797617736886

  • 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. https://doi.org/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. https://doi.org/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. https://doi.org/10.1007/s11145-016-9717-x

  • 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. https://doi.org/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. 
    https://doi.org/10.1016/j.lindif.2015.12.011

  • 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. https://doi.org/10.1177/0016986215609113

  • 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. https://doi.org/10.1177/0022219414538517

  • 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. https://doi.org/10.1016/j.lindif.2014.12.006

  • 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. https://doi.org/10.1007/s11881-015-0106-y

  • 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. https://doi.org/10.3389/fpsyg.2013.00679

Bokkapitler

  • 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.

Andre fagfellevurderte publikasjoner

  • 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

Faglige publikasjoner

  • 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).
  • van Viersen, S. (2017). Dyslexie en Hoogbegaafdheid [Dyslexia and Giftedness]. REMEDIAAL. Tijdschrift voor leer- en gedragsproblemen in het vo/bve.
  • van Viersen, S., Zee, M., & Hakvoort, B. (2016). Advies Platform Onderwijs2032 ontbeert verbinding tussen wetenschap en praktijk. The Post Online,
    http://politiek.tpo.nl/2016/03/14/adviesplatform-onderwijs2032-ontbeert-verbinding-wetenschap-en-praktijk/

  • van Viersen, S., & Kroesbergen, E. H. (2014). Dubbel-bijzonder: hoogbegaafd en dyslectisch [Twice-exceptional: gifted and dyslexic]. Gifted@248, winter 2014, 42-44.

 

 

 

Publisert 19. des. 2018 15:08 - Sist endret 5. feb. 2019 10:38

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