Danielle Colenbrander


Contact categoryResearcher
Job titleLecturer
Research instituteFaculty of Education and Arts
Faculty of Education and Arts
ORCIDhttps://orcid.org/0000-0001-5577-7501

Research outputs

Word reading: The role of the speech-language pathologist
Colenbrander, Danielle and Kohnen, Saskia. (2023). Word reading: The role of the speech-language pathologist. Perspectives of the ASHA Special Interest Groups. pp. 1-18. https://doi.org/10.1044/2023_PERSP-23-00054

Journal article

Orthographic expectancies in the absence of contextual support
Wegener, Signy, Wang, Hua-Chen, Beyersmann, Elisabeth, Nation, Kate, Colenbrander, Danielle and Castles, Anne. (2023). Orthographic expectancies in the absence of contextual support. Scientific Studies of Reading. 27(2), pp. 187-197. https://doi.org/10.1080/10888438.2022.2127356

Journal article

The effect of oral vocabulary training on reading novel complex words
Beyersmann, Elisabeth, Wegener, Signy, Pescuma, Valentina N., Nation, Kate, Colenbrander, Danielle and Castles, Anne. (2023). The effect of oral vocabulary training on reading novel complex words. Quarterly Journal of Experimental Psychology. 76(6), pp. 1321-1332. https://doi.org/10.1177/17470218221113949

Journal article

Teaching children to read irregular words : A comparison of three instructional methods
Colenbrander, Danielle, Kohnen, Saskia, Beyersmann, Elisabeth, Robidoux, Serje, Wegener, Signy, Arrow, Tara, Nation, Kate and Castles, Anne. (2022). Teaching children to read irregular words : A comparison of three instructional methods. Scientific Studies of Reading. 26(6), pp. 545-564. https://doi.org/10.1080/10888438.2022.2077653

Journal article

Maximising access to reading intervention : Comparing small group and one-to-one protocols of Reading Rescue
Miles, Katharine Pace, McFadden, Karen E., Colenbrander, Danielle and Ehri, Linnea C.. (2022). Maximising access to reading intervention : Comparing small group and one-to-one protocols of Reading Rescue. Journal of Research in Reading. 45(3), pp. 299-323. https://doi.org/10.1111/1467-9817.12383

Journal article

The effects of spacing and massing on children's orthographic learning
Wegener, Signy, Wang, Hua-Chen, Beyersmann, Elisabeth, Nation, Kate, Colenbrander, Danielle and Castles, Anne. (2022). The effects of spacing and massing on children's orthographic learning. Journal of Experimental Child Psychology. 214, p. Article 105309. https://doi.org/10.1016/j.jecp.2021.105309

Journal article

Assessing the effectiveness of structured word inquiry for students in grades 3 and 5 with reading and spelling difficulties : A randomized controlled trial
Colenbrander, Danielle, Parsons, Liam, Bowers, Jeffrey S. and Davis, Colin J.. (2022). Assessing the effectiveness of structured word inquiry for students in grades 3 and 5 with reading and spelling difficulties : A randomized controlled trial. Reading Research Quarterly. 57(1), pp. 307-352. https://doi.org/10.1002/rrq.399

Journal article

Teaching irregular words : What we know, what we don't know, and where we can go from here
Colenbrander, Danielle, Wang, Hua-Chen, Arrow, Tara and Castles, Anne. (2020). Teaching irregular words : What we know, what we don't know, and where we can go from here. The Educational and Developmental Psychologist. 37(2), pp. 97-104. https://doi.org/10.1017/edp.2020.11

Journal article

Oral vocabulary and reading comprehension : What intervention studies have taught us
Colenbrander, Danielle. (2020). Oral vocabulary and reading comprehension : What intervention studies have taught us. Journal of Clinical Practice in Speech-Language Pathology. 22(1), pp. 10-14.

Journal article

To see or not to see : How does seeing spellings support vocabulary learning?
Colenbrander, Danielle, Miles, Katharine Pace and Ricketts, Jessie. (2019). To see or not to see : How does seeing spellings support vocabulary learning? Language, Speech and Hearing Services in Schools. 50(4), pp. 609-628. https://doi.org/10.1044/2019_LSHSS-VOIA-18-0135

Journal article

Early identification of dyslexia : Understanding the issues
Colenbrander, Danielle, Ricketts, Jessie and Breadmore, Helen L.. (2018). Early identification of dyslexia : Understanding the issues. Language, Speech and Hearing Services in Schools. 49(4), pp. 817-828. https://doi.org/10.1044/2018_LSHSS-DYSLC-18-0007

Journal article

Individual differences in the vocabulary skills of children with poor reading comprehension
Colenbrander, Danielle, Kohnen, Saskia, Smith-Lock, Karen and Nickels, Lyndsey. (2016). Individual differences in the vocabulary skills of children with poor reading comprehension. Learning and Individual Differences. 50, pp. 210-220. https://doi.org/10.1016/j.lindif.2016.07.021

Journal article

Similar but different : Differences in comprehension diagnosis on the Neale Analysis of Reading Ability and the York Assessment of Reading for Comprehension
Colenbrander, Danielle, Nickels, Lyndsey and Kohnen, Saskia. (2017). Similar but different : Differences in comprehension diagnosis on the Neale Analysis of Reading Ability and the York Assessment of Reading for Comprehension. Journal of Research in Reading. 40(4), pp. 403-419. https://doi.org/10.1111/1467-9817.12075

Journal article

Assessment of lexical and non-lexical spelling in students in Grades 1–7
Kohnen, Saskia Regina, Colenbrander, Danielle, Krajenbrink, Trudy and Nickels, Lyndsey. (2015). Assessment of lexical and non-lexical spelling in students in Grades 1–7. Australian Journal of Learning Difficulties. 20(1), pp. 15-38. https://doi.org/10.1080/19404158.2015.1023209

Journal article

Nonword reading tests : A review of the available resources
Colenbrander, Danielle, Nickels, Lyndsey and Kohnen, Saskia Regina. (2011). Nonword reading tests : A review of the available resources. Australasian Journal of Special Education. 35(2), pp. 137-172. https://doi.org/10.1375/ajse.35.2.137

Journal article

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