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Results: 462
Number of items: 462
  • Open Access
    Arias-Gundín, O., Rodríguez, C., Núñez, J. C., Rijlaarsdam, G. C. W., & López, P. (2025). Writing quality from different latent profiles of revision subprocesses in upper-primary students. Contemporary Educational Psychology, 80, Article 102353. https://doi.org/10.1016/j.cedpsych.2025.102353
  • Open Access
    Flores-Ferrés, M., van Weijen, D., Osorio-Olave, G., Palacios-Bianchi, M., & Rijlaarsdam, G. (2024). Teachers’ implementation of the writing curriculum in grades 7-8 of Chilean public schools: A multiple case study. Written Communication, 41(1), 37-69. https://doi.org/10.1177/07410883231207628
  • Open Access
    Holdinga, L., van Drie, J., & Rijlaarsdam, G. (2024). Fostering philosophy teachers' disciplinary writing practice: A multiple-case design study. Journal of Writing Research, 16(1), 39-77. https://doi.org/10.17239/jowr-2024.16.01.02
  • Open Access
    Büyüktas Kara, M. (2024). Synthesis writing: A comparison of instructional approaches and process measuring methods in English as a foreign language. [Thesis, externally prepared, Universiteit van Amsterdam].
  • Open Access
    ten Peze, A. A. (2024). Creative writing: Thinking beyond the standard text: Teaching high school students to write original texts. [Thesis, externally prepared, Universiteit van Amsterdam].
  • Open Access
    González-Laguna, M. V., Fidalgo, R., López, P., & Rijlaarsdam, G. (2024). A review of effective technology-based writing interventions: A componential analysis. Sustainability (Switzerland), 16(9), Article 3703. https://doi.org/10.3390/su16093703
  • Open Access
    Vandermeulen, N., Van Steendam, E., De Maeyer, S., Lesterhuis, M., & Rijlaarsdam, G. (2024). Learning to write syntheses: The effect of process feedback and of observing models on performance and process behaviors. Reading and Writing, 37(6), 1375–1405. https://doi.org/10.1007/s11145-023-10483-7
  • Open Access
    Nguyen, P. N. T., & Rijlaarsdam, G. (2024). Focused freewriting, Tchart, or group debate: Effects of prewriting conditions on EFL argumentative writing. English Teaching & Learning, 48(4), 553-572. https://doi.org/10.1007/s42321-023-00147-8
  • Open Access
    ten Peze, A., Janssen, T., Rijlaarsdam, G., & van Weijen, D. (2024). Instruction in creative and argumentative writing: transfer and crossover effects on writing process and text quality. Instructional Science, 52(3), 341-383. https://doi.org/10.1007/s11251-023-09647-3
  • Rijlaarsdam, G., Van Steendam, E., & van Weijen, D. (2023). Writing process studies. Struggling with complexities: Looking back, moving forward. In R. M. Manchón, & J. Roca de Larios (Eds.), Research methods in the study of L2 writing processes (pp. 34-59). (Research Methods in Applied Linguistics; Vol. 5). John Benjamins Publishing Company. https://doi.org/10.1075/rmal.5.02rij
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