This paper reports on the findings in the first phase of a design-based research project as part of a large-scale intervention study in Dutch kindergartens. The project aims at enhancing differentiated instruction and evaluating its effects on children's development, in particular high-ability children. This study investigates relevant…

Understanding the precursors and early indicators of dyslexia is key to early identification and effective intervention. Now there's a single research volume that brings together the very latest knowledge on the earliest stages of dyslexia and the diverse genetic, neurobiological, and cognitive factors that may contribute to it. Based on findings…

In 1999, Mary Brennan wrote "By recognising the child as, in effect, a "little linguist" we are also recognising the power and effectiveness of the child's linguistic capacity" (Brennan, 1999). The recognition of the power and effectiveness of deaf children's linguistic capacity needs to be taken a step further. Focus should be…

A study of 20 children (ages 3-6) with autism and 20 children with pervasive developmental disorders (PDD) examined the validity of a Dutch version of the revised Psychoeducational Profile (PEP-R). No differences were found on the PEP-R developmental subscales, but on the pathology subscales children with autism showed more severe behavior than…