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Research Institute for Child Development and Education (CDE)

CDE research lines within ABC

The Center

The aim of the Research Institute of Child Development and Education (CDE) is to contribute to scientific and practical insights in the field of child development and education by conducting both fundamental and applied research.
The research institute studies different aspects of child and adolescent development in relation to their educational contexts. CDE research focuses on:

  • Parenting (child and family functioning)
  • Developmental psychopathology
  • Juvenile delinquency
  • Learning disabilities
  • Learning and instruction in school settings
  • Student learning and its social context
  • Methods and statistics in CDE research.

Besides a focus on theory development in these fields, there is also a focus on studies concerning methodology and statistics in CDE research.

Website: Research Institute of Child Development and Education

School and the development of cognition and affect

Program coordinator: Prof. dr. A. van der Leij

Subject: The major aim of the program is to understand the normal and deviant development of cognitive/academic and socio-emotional skills in the context of school and to design theory based interventions. The program has a strong emphasis on empirical (preferably experimental) research. Within the program, two research domains can be distinguished: (a) the (bio-ecological) aetiology, prevention and treatment of learning disabilities and (b) teacher-child interaction and development of social-emotional skills.

Key publications:

  • de Jong, P.F, & van der Leij, A. (2003). Developmental changes in the manifestation of a phonological deficit in dyslexic children learning to read a regular orthography. Journal of Educational Psychology, 95, 22-40.
  • Regtvoort, A.G.F.M., van der Leij, A. (2007). Early Intervention with Children of Dyslexic Parents: Effects of Computer-based Reading Instruction at Home on Literacy Acquisition. Learning and Individual Differences, 17 (1), 35-53.
  • Spilt, J.L., & Koomen, H.M.Y. (2009). Widening the view on teacher-child relationships: Teachers’ narratives concerning disruptive versus nondisruptive children. School Psychology Review, 38(1) in press.
  • Van Leeuwen, T., Been, P., Kuijpers, C., Zwarts, F., Maassen, F., & van der Leij, A. (2006). Mismatch response is absent in 2-month-old infants at risk for dyslexia. Neuroreport, 17 (4), 351-355.