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Results: 463
Number of items: 463
  • 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
  • Open Access
    Rijlaarsdam, G. (2023). Begrijpen en begrepen worden: De essentie van het leerplan taal.
  • Open Access
    van Ockenburg, L., van Weijen, D., & Rijlaarsdam, G. (2023). Syntheseteksten leren schrijven: Een systematische evaluatie van het ontwerp van een lessenreeks voor leerlingen in de onderbouw van het voortgezet onderwijs. Levende Talen Tijdschrift, 24(1), 3-14. https://lt-tijdschriften.nl/ojs/index.php/ltt/article/view/2319
  • Open Access
    Rijlaarsdam, G., Schrijvers, M., & van Beuningen, C. (2023). Een nieuw leerplan Nederlands. De essentie van het vak II. Web publication or website, Levende Talen Nederlands. Didactiek Nederlands. De kwestie. https://didactieknederlands.nl/de-kwestie/2023/01/een-nieuw-leerplan-nederlands-de-essentie-van-het-vak-ii/
  • Open Access
    Johansson, B., & Rijlaarsdam, G. (2023). Writing fluency predicted by reading, linguistic and cognitive skills in L1 and L2 in the writing of bilingual biscriptal Persian-Swedish children. L1 Educational Studies in Language and Literature, 23(1), 1-28. https://doi.org/10.21248/l1esll.2023.23.1.374
  • Open Access
    Vandermeulen, N., Van Steendam, E., & Rijlaarsdam, G. (2023). Introduction to the special issue on synthesis tasks: where reading and writing meet. Reading & Writing, 36(4), 747-768. https://doi.org/10.1007/s11145-022-10394-z
  • Open Access
    van den Bergh, D., Vandermeulen, N., Lesterhuis, M., de Maeyer, S., van Steendam, E., Rijlaarsdam, G., & Van den Bergh, H. (2023). How prior information from national assessments can be used when designing experimental studies without a control group. Journal of Writing Research, 14(3), 447-469. https://doi.org/10.17239/jowr-2023.14.03.05
  • Open Access
    Vandermeulen, N., Van Steendam, E., De Maeyer, S., & Rijlaarsdam, G. (2023). Writing process feedback based on keystroke logging and comparison with exemplars: Effects on the quality and process of synthesis texts. Written Communication, 40(1), 90-144. https://doi.org/10.1177/07410883221127998
  • Open Access
    Flores-Ferres, M., Van Weijen, D., Van Ockenburg, L., Ten Peze, A., Alkema, E., Holdinga, L., & Rijlaarsdam, G. (2023). Writing to understand and being understood: Basic design principles for writing instruction. In A. Galvão Spinillo, & C. Sotomayor (Eds.), Development of Writing Skills in Children in Diverse Cultural Contexts: Contributions to teaching and learning (pp. 393-427). Springer. https://doi.org/10.1007/978-3-031-29286-6_18
  • Open Access
    Holdinga, C. C. (2023). Disciplinary writing: Four empirical studies on historical and philosophical literacy. [Thesis, externally prepared, Universiteit van Amsterdam].
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