Eva Staels
Vrije Universiteit Brussel
Faculty of Psychology & Educational Sciences
Department of Clinical and Lifespan Psychology
Pleinlaan 2 | 1050 Brussel, Belgium
office: 3C233
phone: + 32-2-629 15 26
fax: + 32-2-629 25 32
email:

Vita

Academische loopbaan / Academic Education

  • Doctor in de Psychologie, Vrije Universiteit Brussel (2016). Dissertation: "Cognitive causes of dyslexia: new hypotheses investigated using improved methodologies".
  • Master in de Onderwijskunde, Vrije Universiteit Brussel (2010)
    [Master in Educational Sciences, Vrije Universiteit Brussel, Belgium (2010)]

  • Meesterproef: "Een empirisch onderzoek naar de remediërende effecten van voorleessoftware bij zwakke lezers." (Promotor: Prof. Dr. Wim Van den Broeck)
    [Dissertation: "An empirical study on the remedial effects of read aloud software for poor readers." (Supervisor: Prof. Dr. Wim Van den Broeck)]

  • Schakelprogramma Master in de Onderwijskunde, Vrije Universiteit Brussel (2008)

  • Bachelor leraar Secundair Onderwijs: Wetenschappen, GroepT, Leuven (2007)
    [Bachelor Secondary School Teacher: Sciences, GroepT, Leuven (2007)]

 

Onderwijs / Teaching

  • Werkcolleges Ontwikkelingspsychologie I [Practice seminars Developmental Psychology I]
  • Werkcolleges Ontwikkelingspsychologie II [Practice seminars Developmental Psychology II]
  • Oefeningen Onderzoeksmethoden en Technieken I (OMT1)
  • Hoorcolleges (partim) Leerstoornissen en Orthodidactiek

Onderzoek / Research

  • Doctoraatsonderzoek: "Cognitive causes of dyslexia: New hypotheses investigated using improved methodologies." (Promotor: Prof. Dr. Wim Van den Broeck)


Publicaties & Presentaties / Publications & Presentations

Staels, E. & Van den Broeck, W. (2016). Enkelvoudige of meervoudige, en specifieke of algemene achterliggende cognitieve oorzaken van dyslexie. In W. Van den Broeck (Red.). Handboek dyslexieonderzoek. Wetenschappelijke inzichten in diagnostiek, oorzaken, preventie en behandeling van dyslexie. (pp. 109-125). Acco. Leuven.

Staels, E., & Van den Broeck, W. (2015). No solid empirical evidence for the SOLID (Serial order learning impairment) hypothesis of dyslexia. Journal of Experimental Psychology:  Learning, Memory, and Cognition. Vol. 41(3), 650-669.

Staels, E. & Van den Broeck, W. (2015). Orthographic learning and the role of text-to-speech software in Dutch disabled readers. Journal of Learning Disabilities, 48, 39-50. 

Staels, E., & Van den Broeck, W. (2014). Order short-term memory is not impaired in dyslexia and does not affect orthographic learning. Frontiers in Human Neuroscience, 8, 1-16.

Van den Broeck, W., Hofmans, J., Cooremans, S., & Staels, E. (2014). Factorial validity and measurement invariance across intelligence levels and gender of the Overexcitabilities Questionnaire-II (OEQ-II). Psychological Assessment, 26, 55-68.

Staels, E. & Van den Broeck, W. (2012). Is Hebb-learning a viable explanation of developmental dyslexia? Nineteenth Annual Meeting of Society for the Scientific Study of Reading. Montreal.

Staels, E. & Van den Broeck, W. (2011). Orthographic learning and the role of text-to-speech software in Dutch disabled readers. Eighteenth Annual Meeting of Society for the Scientific Study of Reading. St. Pete Beach. Florida.

Van den Broeck, W., Geudens, A., & Staels, E. (2011). A new reliable method to study subtypes in developmental dyslexia. Eighteenth Annual Meeting of Society for the Scientific Study of Reading. St. Pete Beach. Florida.

Staels, E. & Van den Broeck, W. (2011). Orthografisch leren bij zwakke lezers en de rol van voorleessoftware. Interacademiale Leerstoornissen. VUB.

  • Click here for a complete list of publications & presentations at R&D database.

 

Varia / Miscellaneous


©2006 • Vrije Universiteit Brussel • Pleinlaan 2 • 1050 Elsene • Tel.: 02/629.21.11 • info@vub.ac.be