prof. dr. Hilde Van Keer
- ORCID iD
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0000-0002-9819-4864
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Dosage in Reading Interventions – Examining the Predictive Power of Different Dosage Measures on Students’ Reading Fluency, Motivation, and Self-Concept
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Strenghtening teachers' professional development on reading: identifying factors contributing to effective professional development in prevocational education
(2026) -
The role of pre-teaching in L2 vocabulary learning from interactive book reading
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Young multilingual children’s voice on language use, motivation, and well-being in school
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Supporting peer feedback conversations during argumentative writing to foster text revision
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Effectiveness of single-case writing interventions (2008-2025) : preliminary meta-analysis findings
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Using generative AI for academic writing : students’ practices and the role of explicit instruction
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- Miscellaneous
- open access
Leidraad Metacognitie en zelfregulerend leren: Bevorderen en uitvoeren van effectieve strategieën in het basis- en secundair onderwijs
(2026) -
L2 vocabulary learning through interactive book reading and factors that affect learning in emergent bilingual elementary school children
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- Journal Article
- A1
- open access
Reading strategy use of upper primary school students in a task-oriented context