Maaike Vandermosten

tenure track professor

KU Leuven

Belgium

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Maaike Vandermosten is a tenure track professor at KU Leuven in Belgium. Her research focuses on the identification and intervention of developmental language disorders in bilingual children, the impact of schooling on early literacy and numeracy skills, and the neural correlates of reading development, particularly in individuals at risk for dyslexia. She has published extensively on topics such as the effects of COVID-19 on cognitive processes and the neurostructural predictors of reading outcomes.

Articles (17)

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2025

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2022

Collaborators (6)

Nicole Altvater-Mackensen

University of Mannheim

GERMANY

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Narly Golestani

Prof.

Universität Wien

AUSTRIA

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Inge Zink

Full professor

KU Leuven

BELGIUM

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Ellen Rombouts

Prof. Dr.

KU Leuven

BELGIUM

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Jolijn Vanderauwera

Assistant professor

Université catholique de Louvain

BELGIUM

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Jan Wouters

BELGIUM

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Maaike Vandermosten

Research Interests

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Articles (17)

Identification of Developmental Language Disorder in Bilingual Children: An Accurate and Time-Efficient Combination of Language Measurements

Education as a natural experiment: The effect of schooling on early mathematical and reading abilities and their precursors.

Impact of COVID-19 School Closures on White Matter Plasticity in the Reading Network

Cortical Structure in Pre-Readers at Cognitive Risk for Dyslexia: Baseline Differences and Response to Intervention

Functional connectivity of stimulus-evoked brain responses to natural speech in post-stroke aphasia

The role of formal schooling in the development of children's reading and arithmetic white matter networks

Exploring neural tracking of acoustic and linguistic speech representations in individuals with post‐stroke aphasia

Role of Family Risk and of Pre-Reading Auditory and Neurostructural Measures in Predicting Reading Outcome

Myelin plasticity during early literacy training in at-risk pre-readers

Dynamics of cognitive predictors during reading acquisition in a sample of children overrepresented for dyslexia risk

Beyond linear neural envelope tracking: a mutual information approach

Aging effects and feasibility of statistical learning tasks across modalities

Investigating the impact of early literacy training on white matter structure in prereaders at risk for dyslexia

Myelin water fraction in relation to fractional anisotropy and reading in 10-year-old children

Ahead of maturation: Enhanced speech envelope training boosts rise time discrimination in pre‐readers at cognitive risk for dyslexia

Feasibility, Enjoyment, and Language Comprehension Impact of a Tablet- and GameFlow-Based Story-Listening Game for Kindergarteners: Methodological and Mixed Methods Study

Brain–behavior dynamics between the left fusiform and reading

Collaborators (6)

Nicole Altvater-Mackensen

Narly Golestani

Inge Zink

Ellen Rombouts

Jolijn Vanderauwera

Jan Wouters

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