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- 2024
- Unknown is not chosen : university student voices on group formation for collaborative writing (2024) EDUCATION SCIENCES. 14(1).
- Comparative approaches to the assessment of writing : reliability and validity of benchmark rating and comparative judgement (2024) JOURNAL OF WRITING RESEARCH. 15(3). p.497-518
- The impact of a tier 1 intervention on fifth and sixth graders’ reading comprehension, reading strategy use, and reading motivation (2024) LEARNING DISABILITY QUARTERLY.
- 2023
- Van leesscan tot leesplan : lezers maak je samen (2023) 36ste Conferentie Onderwijs Nederlands. p.41-46
- Teachers as agents of self-regulated learning (SRL) : studying the relations between teachers’ knowledge, beliefs, and SRL implementation across educational levels (2023) UNTERRICHTSWISSENSCHAFT. p.1-24
- Academic reading and writing: Motivational literacy profiles of higher education students (2023)
- What’s in a word: impact of interactive book reading on 1st-graders’ expressive target vocabulary (2023)
- Vanparys, Silke, Decraene, Eline and Hilde Van Keer. Het effect van interactief voorlezen op de woordenschat van kinderen in het 1e leerjaar (Groep 3). (2023)
- Opvattingen van student-leraren over woordenschatinstructie voor tweedetaalleerders (2023)
- Building vocabulary bridges : exploring pre-service primary school teachers’ dispositions on L2 vocabulary instruction for emergent bilinguals through interactive book reading (2023) Education Sciences. 13(12).
- The impact of an in-service teacher professionalization on teachers’ SRL competences (2023) EARLI 2023 : education as a hope in uncertain times, Abstracts. p.459-459
- Professionalizing teachers on SRL : school counselors’ perspectives on barriers and opportunities (2023) EARLI 2023 : education as a hope in uncertain times, Abstracts.
- Een schoolbreed professionaliseringstraject omtrent zelfregulerend leren : kansen en barrières (2023) ORD 2023 : kans op balans, Abstracts.
- Overview and design principles of Argumentativo (2023) ISLS Annual Meeting 2023 : building knowledge and sustaining our community, Abstracts.
- A study on the impact of explicit instruction and collaborative writing on argumentative writing (2023) EARLI 2023 : education as a hope in uncertain times, Abstracts. p.471-471
- Group-based motivational profiles and their association with students' writing performance (2023) EARLI 2023 : education as a hope in uncertain times, Abstracts. p.255-255
- Opening the black box of students' argumentative writing processes (2023) EARLI 2023 : education as a hope in uncertain times, Abstracts. p.169-169
- Relating implicit beliefs, achievement goals, self-efficacy, motives, and writing performance (2023) EARLI 2023 : education as a hope in uncertain times, Abstracts. p.203-204
- Argumenteren? Niet zonder het hen aan te leren! (2023) FONS (BRUGGE). 8(2). p.14-17
- The development of the reading comprehension : progress monitoring (RC-PM) tool for late elementary students (2023) FRONTIERS IN EDUCATION. 8.
- Writing motivation profiles and their association with writing performance : a person-centered approach (2023) TOPICS IN LANGUAGE DISORDERS. 43(2). p.169-186
- The role of writing motives in the interplay between implicit theories, achievement goals, self-efficacy, and writing performance (2023) FRONTIERS IN PSYCHOLOGY. 14.
- Differential effects of reading strategy intervention for three levels of comprehenders : focus on text comprehension and autonomous reading motivation (2023) LEARNING AND INDIVIDUAL DIFFERENCES. 104.
- Argumentation in collaboration : the impact of explicit instruction and collaborative writing on secondary school students' argumentative writing (2023) READING AND WRITING.
- Studying the impact of explicit writing instruction and collaborative writing on students’ argumentative writing skills (2023) Writing Research Across Borders (WRAB 2023), Abstracts.
- Relating writing processes, text characteristics, and text quality in argumentative writing : a path-model (2023) Writing Research Across Borders (WRAB 2023), Abstracts.
- Structural relations among implicit theories, achievement goals, and performance in writing (2023) Writing Research Across Borders (WRAB 2023), Abstracts.
- De nexus academisch lezen en schrijven in kaart gebracht (2023) NACV meeting 2023, Abstracts.
- Development of the reading comprehension strategies questionnaire (RCSQ) for late elementary school students (2023) FRONTIERS IN PSYCHOLOGY. 13.
- 2022
- Dynamic Assessment of Vocabulary Development Through Interactive Book Reading in Lower Elementary School Grades (2022) EDULEARN Proceedings.
- Dynamic assessment of vocabulary development through interactive book reading in lower elementary school grades (2022) 14th International Conference on Education and New Learning Technologies. In EDULEARN22 Proceedings p.7157-7164
- Differences between primary and secondary school teachers’ knowledge, beliefs and implementation of SRL (2022) 10th SIG 16 International Biennial Conference 2022 : Metacognition and self-regulated learning, Abstracts.
- Primary school teachers’ content and pedagogical content knowledge about self-regulated learning (2022) SIG8-Motivation meets SIG16-Metacognition Conference Book of Abstracts. p.41-42
- Teachers’ SRL competences : differences between primary and secondary education (2022) JURE 2022 : unpredictable challenges : education in a rapidly changing world, Abstracts.
- Fostering secondary students' argumentative writing skills (2022) SIG 20 & 26 Conference 2022, Abstracts.
- Structural relations among implicit theories, achievement goals, and performance in writing (2022) LEARNING AND INDIVIDUAL DIFFERENCES. 100.
- Do cognitive processes and motives for argumentative writing converge in writer profiles? (2022) JOURNAL OF EDUCATIONAL RESEARCH. 115(4). p.258-270
- Paper presentation enhancing argumentative writing skills : preliminary results (2022) EARLI SIG Writing Conference 2022, Abstracts.
- Fostering secondary students' argumentative writing skills (2022) EARLI SIG Writing Conference 2022, Abstracts.
- Writer profiles based on cognitive writing processes and motives for writing : a cluster analysis (2022) EARLI SIG Writing Conference 2022, Abstracts.
- LeesWijs : een blik op leesmotivatie en leesbegrip in de B-stroom (2022) LeesWijs happening 2022, Abstracts.
- Coaching and diversity : curriculum-based Engaged Learning at Ghent University (2022) Engaged Learning in Belgium. In IDC Impact Series 2. p.175-195
- Leer leerlingen strategische lezers te worden (2022) De zeven pijlers van onderwijs in begrijpend lezen. p.85-110
- Assessing the quality of argumentative texts : examining the general agreement between different rating procedures and exploring inferences of (dis)agreement cases (2022) FRONTIERS IN EDUCATION. 7.
- Mind maps : processed as intuitively as thought? Investigating late elementary students’ eye-tracked visual behavior patterns in-depth (2022) FRONTIERS IN PSYCHOLOGY. 13.
- Vlaamse scholen onder de leesscan (2022) FONS (BRUGGE). 16. p.26-29
- Vocational students’ reading motivation profiles and the relationship with reading comprehension (2022) 29th Annual Meeting of the Society for Scientific Studies of Reading (SSSR), Abstracts.
- Identifying regulation profiles during computer-supported collaborative learning and examining their relation with students' performance, motivation, and self-efficacy for learning (2022) COMPUTERS & EDUCATION. 179.
- Pre-service teachers’ reader profiles : stability and change throughout teacher education (2022) JOURNAL OF RESEARCH IN READING. 45(1). p.1-19
- The functions of shared metacognitive regulation and their differential relation with collaborative learners’ understanding of the learning content (2022) LEARNING AND INSTRUCTION. 77.
- The long road from teacher professional development to student improvement : a school-wide professionalization on self-regulated learning in primary education (2022) RESEARCH PAPERS IN EDUCATION. 37(6). p.929-953
- 2021
- Reading comprehension promotion by strategy instruction : from late elementary to secondary education (2021) Scientific Network Meeting W000519N : developing and stimulating competencies : methodological challenges and opportunities for research, Abstracts.
- Het realiseren van waardevol onderwijs : een collectief, pedagogisch en politiek project : lokale netwerkanalyse en participatief biografisch onderzoek in het systeem leren en werken (2021) Over leven op school : de rol van school in het leven van jongeren. p.183-205
- Vocabulary acquisition through interactive book reading : an ever-growing gap? (2021) Society for Scientific Studies of Reading (SSSR), twenty-eighth annual meeting, Abstracts.
- Unfolding interaction during reading with at-risk and not at-risk first and second graders (2021) EARLI 2021, 19th Biennial EARLI Conference, Abstracts. p.244-245
- Input en interactie tijdens voorlezen (2021) Onderwijs Research Dagen (ORD), Abstracts.
- Leraren die leesmotivatie promoten : continue professionalisering als motor voor motiverend leesonderwijs (2021) SCHOOL- EN KLASPRAKTIJK. 61(1). p.32-36
- Examining the relation between students’ active engagement in shared metacognitive regulation and individual learner characteristics (2021) INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH. 110.
- Manual of argumentativo (version 0) (2021)
- Development of a progress monitoring tool for upper primary students’ reading comprehension (2021) EARLI 2021, 19th Biennial EARLI Conference, Abstracts. p.121-121
- Development of a measurement instrument for upper primary students’ reading strategy use (2021) EARLI 2021, 19th Biennial EARLI Conference, Abstracts. p.95-96
- Design principles for argumentative writing focusing on cognitive strategic and conversational support (2021) EARLI 2021, 19th Biennial EARLI Conference, Abstracts. p.242-243
- Empowering secondary students' argumentative writing skills : overview of the research project (2021) 14th International Conference of Computer-Supported Collaborative Learning (CSCL), Proceedings. In Computer-supported collaborative learning p.249-250
- Empowering secondary students' argumentative writing skills : assessing argumentative writing skills (2021) EARLI 2021, 19th Biennial EARLI Conference, Abstracts.
- Examining structural relations among motivation, behavior, and performance in writing (2021) EARLI 2021, 19th Biennial EARLI Conference, Abstracts.
- Writer profiles : occurrence and relationship with student characteristics and writing outcomes (2021) EARLI 2021, 19th Biennial EARLI Conference, Abstracts.
- An analytical description of ProjectExpert : a reading program for ninth grade vocational students (2021) EARLI 2021, 19th Biennial EARLI Conference, Abstracts.
- Teachers' knowledge and beliefs about reading comprehension instruction : differences across tracks? (2021) EARLI 2021, 19th Biennial EARLI Conference, Abstracts.
- Implementing a reading intervention in authentic 9th grade vocational classrooms : a study into the quality of implementation and its relationship with students' learning outcomes (2021) Society for Scientific Studies of Reading (SSSR), twenty-eighth annual meeting, Abstracts.
- Reading intervention : promoting late elementary students’ reading comprehension, motivation and strategy use (2021) Society for Scientific Studies of Reading (SSSR), twenty-eighth annual meeting, Abstracts.
- An analytical description of ProjectExpert : an instructional reading program for ninth grade vocational students (2021) L1 EDUCATIONAL STUDIES IN LANGUAGE AND LITERATURE. 21.
- Relations among motivation, behaviour, and performance in writing : a multiple‐group structural equation modeling study (2021) BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY. 91(4). p.1456-1480
- Skill or will? The respective contribution of motivational and behavioural characteristics to secondary school students' reading comprehension (2021) JOURNAL OF RESEARCH IN READING. 44(3). p.574-596
- Supporting struggling readers at secondary school : an intervention of reading strategy instruction (2021) READING AND WRITING. 34(8). p.2175-2201
- Illuminating learning from informative texts in secondary education : a switching replication design study (2021) CONTEMPORARY EDUCATIONAL PSYCHOLOGY. 64.
- Do you reap what you sow? The relationship between primary school students’ self-regulated learning and student, teacher, and school determinants (2021) SCHOOL EFFECTIVENESS AND SCHOOL IMPROVEMENT. 32(1). p.118-140
- Mind maps as primers when reading-for-learning in elementary grades? An eye tracking study (2021) INSTRUCTIONAL SCIENCE. 49(1). p.23-65
- Collaborative learning groups’ adoption of shared metacognitive regulation : examining the impact of structuring versus reflection-provoking support and its relation with group performance (2021) EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION. 36(4). p.1075-1094
- 2020
- Leesmotivatie : wat is het en hoe kan je het bevorderen? (2020) Didactiek Nederlands : handboek.
- What's the difference? Interaction during shared reading with at-risk and not-at-risk 1st and 2nd graders (2020) Society for the Scientific Study of Reading (SSSR) , Twenty-Seventh Annual Meeting, Abstracts.
- Individual differences in late elementary graders’ reading comprehension strategy use (2020) Society for the Scientific Study of Reading (SSSR) , Twenty-Seventh Annual Meeting, Abstracts.
- ProjectExpert : enhancing vocational students’ reading motivation and comprehension (2020) Society for the Scientific Study of Reading (SSSR) , Twenty-Seventh Annual Meeting, Abstracts.
- Begrijpend lezen, instructieprincipe 4 : stimuleer interactie tussen leerlingen (2020) Didactiek Nederlands : handboek.
- Begrijpend lezen, instructieprincipe 3 : voorzie in expliciete strategie-instructie (2020) Didactiek Nederlands : handboek.
- Begrijpend lezen, instructieprincipe 2 : besteed aandacht aan functioneel lezen (2020) Didactiek Nederlands : handboek.
- Begrijpend lezen, instructieprincipe 1 : bevorder de leesmotivatie (2020) Didactiek Nederlands : handboek.
- Beter en gemotiveerd begrijpend lezen : vier instructieprincipes in samenhang (2020) Didactiek Nederlands : handboek.
- In pursuit of beginning teachers’ competence in promoting reading motivation : a mixed-methods study into the impact of a continuing professional development program (2020) TEACHING AND TEACHER EDUCATION. 96.
- Writing argumentative texts based on sources : a study into the cognitive and motivational correlates of 10th graders’ writing performance (2020) Twenty-Seventh Annual SSSR Meeting, Abstracts.
- Assessing and mapping reading and writing motivation in third to eight graders : a self-determination theory perspective (2020) FRONTIERS IN PSYCHOLOGY. 11.
- Mine the process : investigating the cyclical nature of upper primary school students’ self-regulated learning (2020) INSTRUCTIONAL SCIENCE. 48(4). p.337-369
- Variations in socially shared metacognitive regulation and their relation with university students’ performance (2020) METACOGNITION AND LEARNING. 15(2). p.233-259
- Samenwerkend schrijven (2020) Didactiek Nederlands : handboek.
- 'Schrijftandem' per twee aan de slag met schrijfstrategieën! (2020) MEERTAAL (ASSEN). 7(2). p.10-12
- 'It takes two' : the added value of structured peer-assisted writing in explicit writing instruction (2020) CONTEMPORARY EDUCATIONAL PSYCHOLOGY. 60.
- Opening the black box of students’ text-learning processes : a process mining perspective (2020) FRONTLINE LEARNING RESEARCH. 8(3). p.40-62
- The profile of the skilled reader : an investigation into the role of reading enjoyment and student characteristics (2020) INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH. 99.
- Learner profile stability and change : the impact of the explicit strategy instruction program 'Learning Light' (2020) JOURNAL OF EDUCATIONAL RESEARCH. 113(1). p.26-45
- What they say is what they do? Comparing task-specific self-reports, think-aloud protocols, and study traces for measuring secondary school students’ text-learning strategies (2020) EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION. 35(2). p.315-332
- A lifespan developmental perspective on strategic processing (2020) Handbook of strategies and strategic processing : conceptualization, intervention, measurement, and analysis. In Educational Psychology Handbook p.47-62