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Results: 167
Number of items: 167
  • Open Access
    Spätgens, T. M. (2018). Developing semantic networks: Individual differences in Dutch monolingual and bilingual children’s semantic knowledge and reading comprehension. [Thesis, fully internal, Universiteit van Amsterdam]. LOT.
  • Open Access
    Hulstijn, J. (2018). [Bespreking van: E. Bosma (2017) Bilingualism and cognition: The acquisition of Frisian and Dutch]. Us Wurk, 67(3-4), 183-187. https://ugp.rug.nl/uswurk/article/view/32447
  • 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
    Hulstijn, J. H. (2017). Syntactic patterns in the speech of native speakers of Dutch, differing in age and level of education and profession: A pilot study exploring the size of shared language knowledge. Linguistics in Amsterdam, 10(1), 60-90. http://www.linguisticsinamsterdam.nl/download?type=document&identifier=623992
  • 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.
  • Hulstijn, J. H. (2015). Language proficiency in native and non-native speakers: Theory and research. (Language learning & language teaching; Vol. 41). John Benjamins Publishing Company. https://doi.org/10.1075/lllt.41
  • Open Access
    Hulstijn, J. H., Ellis, R., & Eskildsen, S. W. (2015). Orders and sequences in the acquisition of L2 morphosyntax, 40 years on: An introduction to the special issue. Language Learning, 65(1), 1-5. https://doi.org/10.1111/lang.12097
  • Open Access
    Hulstijn, J. H. (2015). Explaining phenomena of first and second language acquisition with the constructs of implicit and explicit learning: The virtues and pitfalls of a two-system view. In P. Rebuschat (Ed.), Implicit and explicit learning of languages (pp. 25-46). (Studies in Bilingualism; No. 48). John Benjamins Publishing Company. https://doi.org/10.1075/sibil.48.02hul
  • 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
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