Search results

  • Full text

  • Document type

    • Publication year

  • Organisation

Results: 141
Number of items: 141
  • Open Access
    Trapman, M., van Gelderen, A., van Schooten, E., & Hulstijn, J. (2018). Writing proficiency level and writing development of low-achieving adolescents: The roles of linguistic knowledge, fluency, and metacognitive knowledge. Reading & Writing, 31(4), 893-926. https://doi.org/10.1007/s11145-018-9818-9
  • Open Access
    van Batenburg, E. S. L. (2018). Fostering oral interaction in the EFL classroom: Assessment and effects of experimental interventions. [Thesis, externally prepared, Universiteit van Amsterdam].
  • Open Access
    Trapman, M., van Gelderen, A., van Schooten, E., & Hulstijn, J. (2017). Reading comprehension level and development in native and language minority adolescent low achievers: Roles of linguistic and metacognitive knowledge and fluency. Reading & Writing Quarterly, 33(3), 239-257. https://doi.org/10.1080/10573569.2016.1183541
  • Open Access
    Trapman, M. J. W. (2016). Reading and writing development of low-achieving adolescents: The roles of linguistic knowledge, fluency, and metacognitive knowledge. [Thesis, fully internal, Universiteit van Amsterdam]. LOT.
  • Open Access
    van Steensel, R., de Milliano, I., Trapman, M., van Gelderen, A., Hulstijn, J., Oostdam, R., van Schooten, E., & Sleegers, P. (2015). De rol van technisch lezen, woordenschat en metacognitie bij het begrijpend lezen van een- en meertalige leerlingen in het mbo. Orthopedagogiek: Onderzoek en praktijk, 54(2), 74-88.
  • Trapman, M., van Gelderen, A., van Steensel, R., van Schooten, E., & Hulstijn, J. (2014). Linguistic knowledge, fluency and meta-cognitive knowledge as components of reading comprehension in adolescent low achievers: differences between monolinguals and bilinguals. Journal of Research in Reading, 37(S1), S3-S21. https://doi.org/10.1111/j.1467-9817.2012.01539.x
  • van Steensel, R., Oostdam, R., van Gelderen, A., & van Schooten, E. (2014). The predictive value of word decoding, vocabulary knowledge and metacognitive knowledge in monolingual and bilingual low-achieving adolescents' reading comprehension. Journal of Research in Reading, 39(3), 312-329. https://doi.org/10.1111/1467-9817.12042
  • van Steensel, R., Oostdam, R., & van Gelderen, A. (2013). Assessing reading comprehension in adolescent low achievers: Subskills identification and task specificity. Language Testing, 30(1), 3-21. https://doi.org/10.1177/0265532212440950
  • van Steensel, R., Oostdam, R., & van Gelderen, A. (2013). Vermijding en frustratie: Het belang van negatieve motivaties voor de leesvaardigheid van vmbo'ers. In D. Schram (Ed.), De aarzelende lezer over de streep (pp. 105-122). (Stichting Lezen reeks; No. 22). Eburon.
  • Open Access
    de Milliano, I. I. C. M. (2013). Literacy development of low-achieving adolescents: The role of engagement in academic reading and writing. [Thesis, fully internal, Universiteit van Amsterdam].
Page 2 of 15