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Journal of Child Psychology and Psychiatry, and Allied Disciplines|January 21, 2006
Towards a typology of specific language impairmentMarjolijn van Weerdenburg, Ludo Verhoeven, Hans van BalkomInternational Journal of Language & Communication Disorders|February 6, 2010
Conversational behaviour of children with Developmental Language Delay and their caretakersHans van Balkom, Ludo Verhoeven, Marjolijn van WeerdenburgActa Psychologica|April 23, 2026
Parents, teachers, and policy makers in educational interventions for gifted students: Systematic review studyJessica Vergeer, Marjolijn van Weerdenburg, Trudie Schils, et al.International Journal of Language & Communication Disorders|February 24, 2015
'MetaTaal': enhancing complex syntax in children with specific language impairment--a metalinguistic and multimodal approachRob Zwitserlood, Frank Wijnen, Marjolijn van Weerdenburg, et al.Journal of Speech, Language, and Hearing Research : JSLHR|March 27, 2015
Development of Morphosyntactic Accuracy and Grammatical Complexity in Dutch School-Age Children With SLIRob Zwitserlood, Marjolijn van Weerdenburg, Ludo Verhoeven, et al.Journal of Communication Disorders|January 22, 2011
Predicting word decoding and word spelling development in children with Specific Language ImpairmentMarjolijn van Weerdenburg, Ludo Verhoeven, Anna Bosman, et al.Research in Developmental Disabilities|May 10, 2011
Assessment of second language proficiency in bilingual children with specific language impairment: a clinical perspectiveLudo Verhoeven, Judit Steenge, Marjolijn van Weerdenburg, et al.Annals of Dyslexia|December 6, 2017
Dyslexie font does not benefit reading in children with or without dyslexiaSanne M Kuster, Marjolijn van Weerdenburg, Marjolein Gompel, et al.Research in Developmental Disabilities|December 3, 2014
Lexical access in children with hearing loss or specific language impairment, using the cross-modal picture-word interference paradigmBrigitte E de Hoog, Margreet C Langereis, Marjolijn van Weerdenburg, et al.Research in Developmental Disabilities|September 10, 2014
Progress in reading and spelling of dyslexic children is not affected by executive functioningSietske A E Walda, Marjolijn van Weerdenburg, Maarten L Wijnants, et al.Pageof 2