- ORCID iD
- 0000-0002-6679-2907
- Bio (via ORCID)
- My research activities focus on learning strategies that students can apply for effectively processing, acquiring, and learning text information. Working with mind maps is promising in supporting students in this domain. Within my PhD research (2014) it was explored how elementary school students structure, process and learn text information after a large-scale intervention study wherein they worked with author-provided and student-generated mind maps or a combination of both. Also, specific learner characteristics were taken into account. As a postdoctoral researcher, I investigated the effectiveness of professional development initiatives (project with Prof. Vanderlinde, Prof. Devos and dr. Tuytens). I also worked as a staff member at the Educational Quality Assurance Office (Ghent University). My current postdoctoral research focusses on a) the development of validated measurement instruments to map and profile students’ text processing skills and knowledge acquisition, b) the (re-)design of educational materials wherein mind maps as worked-examples are included, c) the exploration and implementation of the innovative eye-tracking methodology to study cognitive processes when students read informative texts and mind maps for learning. I am also involved in other research projects focusing on measuring and stimulating reading comprehension in primary and secondary education. I am also a (co-)lecturer for the course ‘The teacher within school and society’ in the Specific Teacher Training Programme and ‘Integration Seminar’ in the Bachelor of Science in Educational Sciences (Ghent University).
Show
Sort by
-
- Journal Article
- A1
- open access
The impact of a tier 1 intervention on fifth and sixth graders’ reading comprehension, reading strategy use, and reading motivation
-
- Journal Article
- A2
- open access
The development of the reading comprehension : progress monitoring (RC-PM) tool for late elementary students
-
Iedereen aan boord voor graag en goed lezen
(2023) -
De nexus academisch lezen en schrijven in kaart gebracht
-
- Journal Article
- A1
- open access
Development of the reading comprehension strategies questionnaire (RCSQ) for late elementary school students
-
What happens in the classroom? Importance of treatment fidelity in intervention research
-
Leer leerlingen strategische lezers te worden
-
- Journal Article
- A1
- open access
Mind maps : processed as intuitively as thought? Investigating late elementary students’ eye-tracked visual behavior patterns in-depth
-
Career paths within academia
-
- 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