Search results

  • Full text

  • Document type

    • Publication year

  • Organisation

Results: 130
Number of items: 130
  • Norris, J. M. (Guest ed.), Ross, S. J. (Guest ed.), & Schoonen, R. (Guest ed.) (2015). Improving and Extending Quantitative Reasoning in Second Language Research. Language Learning, 65(S1), 1-264. https://onlinelibrary.wiley.com/toc/14679922/2015/65/S1
  • Norris, J. M., Ross, S. J., & Schoonen, R. (2015). Improving second language quantative research. Language Learning, 65(s1), 1-8. https://doi.org/10.1111/lang.12110
  • Hancock, G. R., & Schoonen, R. (2015). Structural equation modeling: Possibilities for language learning researchers. Language Learning, 65(s1), 160-184. https://doi.org/10.1111/lang.12116
  • Purpura, J. E., Brown, J. D., & Schoonen, R. (2015). Improving the validity of quantitative measures in applied linguistics research. Language Learning, 65(s1), 37-75. https://doi.org/10.1111/lang.12112
  • Open Access
    de Jong, N. H., Groenhout, R., Schoonen, R., & Hulstijn, J. H. (2015). Second language fluency: speaking style or proficiency? Correcting measures of second language fluency for first language behavior. Applied Psycholinguistics, 36(2), 223-243. https://doi.org/10.1017/S0142716413000210
  • Schoonen, R. (2014). Saper leggere nella prima e nella seconda lingua. I quaderni del GISCEL, 1, 49-60. https://doi.org/10.4399/97888548681754
  • Schoonen, R. (2013). Structural equation modeling. In C. A. Chapelle (Ed.), The encyclopedia of applied linguistics (Vol. 9, pp. 5413-5421). Wiley-Blackwell. https://doi.org/10.1002/9781405198431.wbeal1118
  • Prins, R., & Schoonen, R. (2013). De taalgebruiker. In A. E. Baker, J. Don, & K. Hengeveld (Eds.), Taal en taalwetenschap (2e ed. ed., pp. 21-39). Wiley-Blackwell.
  • de Jong, N. H., Steinel, M. P., Florijn, A., Schoonen, R., & Hulstijn, J. H. (2013). Linguistic skills and speaking fluency in a second language. Applied Psycholinguistics, 34(5), 893-916. https://doi.org/10.1017/S0142716412000069
  • Open Access
    Cremer, M., & Schoonen, R. (2013). The role of accessibility of semantic word knowledge in monolingual and bilingual fifth-grade reading. Applied Psycholinguistics, 34(6), 1195-1217. https://doi.org/10.1017/S0142716412000203
Page 2 of 13