Ghent University Academic Bibliography

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Argumentation in collaboration : the impact of explicit instruction and collaborative writing on secondary school students' argumentative writing

Yana Landrieu (UGent) , Fien De Smedt (UGent) , Hilde Van Keer (UGent) and Bram De Wever (UGent)

(2024) READING AND WRITING. 37(6). p.1407-1434
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The involvement of inhibition in word and sentence reading

Margot De Rom, Arnaud Szmalec (UGent) and Marie Van Reybroeck

(2023) READING AND WRITING. 36(5). p.1283-1318
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Supporting struggling readers at secondary school : an intervention of reading strategy instruction

Lin Wu, Martin Valcke (UGent) and Hilde Van Keer (UGent)

(2021) READING AND WRITING. 34(8). p.2175-2201
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Fostering writing in upper primary grades : a study into the distinct and combined impact of explicit instruction and peer assistance

Fien De Smedt (UGent) and Hilde Van Keer (UGent)

(2018) READING AND WRITING. 31(2). p.325-354
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Student, teacher, and class-level correlates of Flemish late elementary school children's writing performance

Fien De Smedt (UGent) , Hilde Van Keer (UGent) and Emmelien Merchie (UGent)

(2016) READING AND WRITING. 29(5). p.833-868
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The role of teacher behavior in adolescents' intrinsic reading motivation

Jessie De Naeghel (UGent) , Martin Valcke (UGent) , Inge De Meyer (UGent) , Nele Warlop (UGent) , Johan van Braak (UGent) and Hilde Van Keer (UGent)

(2014) READING AND WRITING. 27(9). p.1547-1565
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Beyond spelling: the writing skills of higher education students with dyslexia

Wim Tops (UGent) , Maaike Callens (UGent) , Evelyn Van Cauwenberghe, Jessica Adriaens (UGent) and Marc Brysbaert (UGent)

(2013) READING AND WRITING. 26(5). p.705-720

Academic Bibliography

Argumentation in collaboration : the impact of explicit instruction and collaborative writing on secondary school students' argumentative writing

The involvement of inhibition in word and sentence reading

Supporting struggling readers at secondary school : an intervention of reading strategy instruction

Fostering writing in upper primary grades : a study into the distinct and combined impact of explicit instruction and peer assistance

Student, teacher, and class-level correlates of Flemish late elementary school children's writing performance

The role of teacher behavior in adolescents' intrinsic reading motivation

Beyond spelling: the writing skills of higher education students with dyslexia

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