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Results: 154
Number of items: 154
  • Open Access
    Rietdijk, S., Janssen, T., van Weijen, D., van den Bergh, H., & Rijlaarsdam, G. (2017). Improving Writing in Primary Schools through a Comprehensive Writing Program. Journal of Writing Research, 9(2), 173-225. https://doi.org/10.17239/jowr-2017.09.02.04
  • Open Access
    Welie, C., Schoonen, R., Kuiken, F., & van den Bergh, H. (2017). Expository text comprehension in secondary school: For which readers does knowledge of connectives contribute the most? Journal of Research in Reading, 40(S1), S42-S65. https://doi.org/10.1111/1467-9817.12090
  • Open Access
    Van Steendam, E., Rijlaarsdam, G., van den Bergh, H., & Sercu, L. (2016). Samenwerkend schrijven en reviseren: Met wie en hoe? Een experimentele studie naar de interactie tussen groepssamenstelling en instructiemethode bij samenwerkend reviseren in een vreemde taal in het hoger onderwijs. Levende Talen Tijdschrift, 17(3), 3-13. http://www.lt-tijdschriften.nl/ojs/index.php/ltt/article/view/1623
  • van den Bergh, H., Rijlaarsdam, G., & van Steendam, E. (2015). Writing process theory: A functional dynamic approach. In C. A. Macarthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (2nd ed., pp. 57-71). The Guilford Press.
  • Open Access
    Koster, M., Tribushinina, E., de Jong, P. F., & van den Bergh, H. (2015). Teaching children to write: A meta-analysis of writing intervention research. Journal of Writing Research, 7(2), 249-274. https://doi.org/10.17239/jowr-2015.07.02.2
  • Open Access
    Fidalgo, R., Torrance, M., Rijlaarsdam, G., van den Bergh, H., & Álvarez, M. L. (2015). Strategy-focused writing instruction: just observing and reflecting on a model benefits 6th grade students. Contemporary Educational Psychology, 41, 37-50. https://doi.org/10.1016/j.cedpsych.2014.11.004
  • Open Access
    van Steendam, E., Rijlaarsdam, G. C. W., van den Bergh, H. H., & Sercu, L. (2014). The mediating effect of instruction on pair composition in L2 revision and writing. Instructional Science, 42(6), 905-927. https://doi.org/10.1007/s11251-014-9318-5
  • Groenendijk, T., Janssen, T., Rijlaarsdam, G., & van den Bergh, H. (2013). Learning to be creative. The effects of observational learning on students' design products and processes. Learning and Instruction, 28, 35-47. https://doi.org/10.1016/j.learninstruc.2013.05.001
  • Tillema, M., van den Bergh, H., Rijlaarsdam, G., & Sanders, T. (2013). Quantifying the quality difference between L1 and L2 essays: a rating procedure with bilingual raters and L1 and L2 benchmark essays. Language Testing, 30(1), 71-97. https://doi.org/10.1177/0265532212442647
  • Verheyden, L., van den Branden, K., Rijlaarsdam, G., van den Bergh, H., & de Maeijer, S. (2012). Translation Skills and Trade-Off in Young L2 Learners’ Written Narrations. In M. Fayol, D. Alamargot, & V. W. Berninger (Eds.), Translation of Thought to Written Text While Composing: Advancing Theory, Knowledge, Research Methods, Tools, and Applications (pp. 181-210). Psychology Press. https://doi.org/10.4324/9780203141434-14
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