dr. Fien De Smedt
- ORCID iD
- 0000-0003-2603-6688
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- Journal Article
- A2
- open access
Comparative approaches to the assessment of writing : reliability and validity of benchmark rating and comparative judgement
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Van leesscan tot leesplan : lezers maak je samen
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Teachers as agents of self-regulated learning (SRL) : studying the relations between teachers’ knowledge, beliefs, and SRL implementation across educational levels
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Academic reading and writing: Motivational literacy profiles of higher education students
(2023) -
Overview and design principles of Argumentativo
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- Book Chapter
- open access
Writing intervention research in authentic classroom contexts : a brief introduction
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Conceptualizing, designing, implementing, and evaluating writing interventions
Fien De Smedt (UGent) , Renske Bouwer, Teresa Limpo and Steve Graham -
A study on the impact of explicit instruction and collaborative writing on argumentative writing
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ICT-skills of Flemish young adults according to PIAAC : the role of formal and non-formal education
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Group-based motivational profiles and their association with students' writing performance
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Opening the black box of students' argumentative writing processes
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Relating implicit beliefs, achievement goals, self-efficacy, motives, and writing performance
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Argumenteren? Niet zonder het hen aan te leren!
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Schrijfvaardigheden in crisis
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Writing motivation profiles and their association with writing performance : a person-centered approach
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- Journal Article
- A1
- open access
The role of writing motives in the interplay between implicit theories, achievement goals, self-efficacy, and writing performance
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Argumentation in collaboration : the impact of explicit instruction and collaborative writing on secondary school students' argumentative writing
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Studying the impact of explicit writing instruction and collaborative writing on students’ argumentative writing skills
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Relating writing processes, text characteristics, and text quality in argumentative writing : a path-model
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Structural relations among implicit theories, achievement goals, and performance in writing
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De nexus academisch lezen en schrijven in kaart gebracht
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- Book Chapter
- open access
Designing and reporting interventions : from a blueprint to a systematic and analytic description
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Fostering secondary students' argumentative writing skills
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Help, ze kunnen niet meer schrijven!
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- Journal Article
- A1
- open access
Structural relations among implicit theories, achievement goals, and performance in writing
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- Journal Article
- A1
- open access
Do cognitive processes and motives for argumentative writing converge in writer profiles?
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Paper presentation enhancing argumentative writing skills : preliminary results
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Fostering secondary students' argumentative writing skills
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Curricular implementation of writing instruction in multiple national settings : a concluding discussion
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Writer profiles based on cognitive writing processes and motives for writing : a cluster analysis
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Designing and reporting writing interventions
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Educational interventions in authentic classes : from design to scaling up evidence-based interventions
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A four-step-approach on designing an intervention
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Voorstelling leesscan
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- Journal Article
- A2
- open access
Assessing the quality of argumentative texts : examining the general agreement between different rating procedures and exploring inferences of (dis)agreement cases
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Vlaamse scholen onder de leesscan
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Career paths within academia
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- Journal Article
- A1
- open access
Identifying regulation profiles during computer-supported collaborative learning and examining their relation with students' performance, motivation, and self-efficacy for learning
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- Conference Paper
- C1
- open access
Everybody online : instructors’ self-efficacy and training needs during the transition to (a)synchronous online teaching
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Peer-assisted writing and revising
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Manual of argumentativo (version 0)
(2021) -
Design principles for argumentative writing focusing on cognitive strategic and conversational support
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Empowering secondary students' argumentative writing skills : overview of the research project
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Empowering secondary students' argumentative writing skills : assessing argumentative writing skills
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Examining structural relations among motivation, behavior, and performance in writing
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Writer profiles : occurrence and relationship with student characteristics and writing outcomes
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- Conference Paper
- C3
- open access
An analytical description of ProjectExpert : a reading program for ninth grade vocational students
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- Journal Article
- A2
- open access
An analytical description of ProjectExpert : an instructional reading program for ninth grade vocational students
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- Journal Article
- A1
- open access
Relations among motivation, behaviour, and performance in writing : a multiple‐group structural equation modeling study
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- Journal Article
- A1
- open access
Skill or will? The respective contribution of motivational and behavioural characteristics to secondary school students' reading comprehension
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Effectief schrijfonderwijs : vaardige en gemotiveerde schrijvers
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Writing argumentative texts based on sources : a study into the cognitive and motivational correlates of 10th graders’ writing performance
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- Journal Article
- A1
- open access
Assessing and mapping reading and writing motivation in third to eight graders : a self-determination theory perspective
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Samenwerkend schrijven
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'Schrijftandem' per twee aan de slag met schrijfstrategieën!
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'It takes two' : the added value of structured peer-assisted writing in explicit writing instruction
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- Book Chapter
- open access
A lifespan developmental perspective on strategic processing
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Unravelling interaction patterns and writing processes during collaborative writing in sixth grade
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Effectief schrijfonderwijs : wat werkt?
(2019) -
- Journal Article
- A4
- open access
Schrijven kan je leren!
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- Miscellaneous
- open access
Sleutels voor effectief begrijpend lezen. Inspiratie voor een eigentijdse didactiek in het basisonderwijs.
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- Miscellaneous
- open access
Effectieve, eigentijdse begrijpend leesdidactiek in het basisonderwijs : wetenschappelijk eindrapport van een praktijkgerichte literatuurstudie
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Schrijven: een kwestie van 'moeten' of 'willen'?
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Writing texts because you 'want' or because you 'must'? A self-determination theory perspective
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Stimulating students' self-efficacy for writing : lessons from a two-iteration intervention study
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'It 'texts' two to tango' : video-based analysis of interaction in 6th grade peer-assisted writing dyads
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Schrijf je mee(r)?
(2019) -
How do novice writers write collaboratively? Towards a better understanding of the collaborative writing processes and interactions
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Cognitive and motivational challenges in writing : the impact of explicit instruction and peer-assisted writing in upper-elementary grades
(2019) -
Beter leren schrijven? Directe instructie en samenwerkend schrijven als twee krachtige vormen van instructie
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Overcoming motivational challenges in writing : a randomized control trial
(2019) -
The bright and dark side of writing motivation : effects of explicit instruction and peer assistance
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- Issue Editor
- open access
How to report instructional interventions in writing research?
Fien De Smedt (UGent) and Renske Bouwer -
Teaching primary school students to write effectively : combining explicit writing instruction and collaborative writing
(2018) -
- Journal Article
- A2
- open access
An analytic description of an instructional writing program combining explicit writing instruction and peer-assisted writing
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- Miscellaneous
- open access
Introduction special issue : considerations and recommendations for reporting on writing interventions in research publications
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An introduction in 'Collaborative Writing'
(2018) -
Promoting primary students’ writing: Results of a second iteration intervention study
(2018) -
Does the teacher matter? A study into teacher beliefs on writing and instructional writing practices
(2018) -
Graag lezen en schrijven: twee vliegen in één klap
(2018) -
Writing instruction in Flanders: What’s the current state and how to improve it?
(2018) -
- Journal Article
- A1
- open access
Fostering writing in upper primary grades : a study into the distinct and combined impact of explicit instruction and peer assistance
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Cognitive and motivational challenges in writing : studying the relation with writing performance across students' gender and achievement level
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- Issue Editor
- open access
Schrijven en schrijfonderwijs
Marije Lesterhuis, Fien De Smedt (UGent) and Renske Bouwer -
Schrijftandem
(2017) -
The decline in reading motivation from elementary to secondary education. What to learn from Self-Determination Theory?
(2017) -
- Miscellaneous
- open access
Schrijven en schrijfonderwijs : inleiding op het themanummer
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- Journal Article
- A1
- open access
Writing and writing instruction in Flemish primary schools : unraveling the black box = Het openbreken van een black box : schrijven en schrijfinstructie in het Vlaamse lager onderwijs
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Assessing reading and writing motivation across grades in elementary and secondary education: A self-determination theory perspective
(2017) -
Cognitive and motivational key factors of late primary students’ writing performance
(2017) -
Best of two worlds in writing assessment: Integrating benchmarking and comparative judgement
(2017) -
Het beoordelen van teksten: de beoordelingsschaal aan de hand van ankerteksten en de paarsgewijze vergelijking
(2017) -
Beter leren en motiveren in het lager onderwijs
(2017) -
How do novice writers write texts? Using digital pen technology to explore the development and application of cognitive writing processes
(2016) -
Fidelity of implementation in a strategy-oriented intervention study focusing on peer assistance
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Improving writing performance and fostering writing motivation: a quasi-experimental study focused on explicit instruction and peer assistance
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Explicit strategy instruction and peer assistance: a quasi-experimental study on the effects on writing skills in upper-primary education
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A strategy-oriented intervention study focusing on peer assistance: an analytic description of the writing program
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Beter leren schrijven in het lager onderwijs
(2016) -
Student, teacher, and class-level correlates of Flemish late elementary school children's writing performance