Gert Rijlaarsdam

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Huub van den BerghUniversiteit UtrechtVerified email at uu.nl
Daphne van WeijenRICDE, University of AmsterdamVerified email at uva.nl
Sven De MaeyerUniversity of AntwerpVerified email at uantwerpen.be
Wilfried AdmiraalOslo Metropolitan UniversityVerified email at oslomet.no
Mariet RaedtsAssistent professor University of Antwerp | Teaching assistant Hasselt University |Verified email at uhasselt.be
Lies SercuKatholieke Universiteit LeuvenVerified email at kuleuven.be
Ted J.M. Sandersprofessor of discourse studies, Utrecht UniversityVerified email at uu.nl
RAQUEL FIDALGOUniversidad de LeónVerified email at unileon.es
Mark TorranceNottingham Trent UniversityVerified email at ntu.ac.uk
Nina VandermeulenPostdoctoral Researcher, University of AntwerpVerified email at uantwerpen.be
Marrit Van de GuchteVerified email at uva.nl
Olivia FialhoComparative Literature, Utrecht UniversityVerified email at uu.nl
Phuong Nam T. NguyenDoctor of Philosophy, Tra Vinh UniversityVerified email at tvu.edu.vn
Van Petegem PeterUniversity of AntwerpVerified email at uantwerpen.be
Kris Van den BrandenProfessor of Linguistics, KU LeuvenVerified email at kuleuven.be
Steve GrahamProfessor, Arizona State UniversityVerified email at asu.edu
Isabel Martínez-ÁlvarezUniversidad a Distancia de Madrid (UDIMA)Verified email at udima.es
Paula López GutiérrezProfesora Departamento Psicología, Sociología y Filosofía- Universidad de LeónVerified email at unileon.es
Frank HakemulderResearcher, media psychology, Utrecht UniversityVerified email at uu.nl
Brenda van den BroekRadboudumcVerified email at ggzoostbrabant.nl

Gert Rijlaarsdam

University of Amsterdam; Norwegian University of Science and Technology Trondheim

Verified email at uva.nl - Homepage

Writing Education Writing process Writing instruction Literature education


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Relations between writing processes and text quality: When and how? I Breetvelt, H Van den Bergh, G Rijlaarsdam Cognition and instruction 12 (2), 103-123, 1994	380	1994
Observational learning and the effects of model-observer similarity. MAH Braaksma, G Rijlaarsdam, H Van Den Bergh Journal of educational psychology 94 (2), 405, 2002	344	2002
L1 use during L2 writing: An empirical study of a complex phenomenon D Van Weijen, H Van den Bergh, G Rijlaarsdam, T Sanders Journal of Second language writing 18 (4), 235-250, 2009	317	2009
Observational learning and its effects on the orchestration of writing processes MAH Braaksma, G Rijlaarsdam, H Van den Bergh, ... Cognition and instruction 22 (1), 1-36, 2004	249	2004
Effects of dialogic learning on value-loaded critical thinking S Frijters, G ten Dam, G Rijlaarsdam Learning and Instruction 18 (1), 66-82, 2008	221	2008
Observation of peers in learning to write. Practise and research. G Rijlaarsdam, M Braaksma, M Couzijn, T Janssen, M Raedts, ... Journal of writing research 1 (1), 53-83, 2008	220	2008
The effect of instruction type and dyadic or individual emulation on the quality of higher-order peer feedback in EFL E Van Steendam, G Rijlaarsdam, L Sercu, H Van den Bergh Learning and Instruction 20 (4), 316-327, 2010	208	2010
Writing as a learning tool: Testing the role of students’ writing strategies M Kieft, G Rijlaarsdam, H van den Bergh European journal of psychology of education 21, 17-34, 2006	177	2006
Writing process theory: A functional dynamic approach GCW Rijlaarsdam, H van den Bergh New York/LondonThe Guilford Press, 2006	172	2006
Effective strategies for the teaching and learning of writing D Galbraith, G Rijlaarsdam Learning and instruction 9 (2), 93-108, 1999	172	1999
The dynamics of idea generation during writing: An online study H Van den Bergh, G Rijlaarsdam Writing and cognition, 125-150, 2007	167	2007
Teaching writing in primary education: Classroom practice, time, teachers’ beliefs and skills. S Rietdijk, D van Weijen, T Janssen, H van den Bergh, G Rijlaarsdam Journal of Educational Psychology 110 (5), 640, 2018	162	2018
The effects of adapting a writing course to students' writing strategies M Kieft, G Rijlaarsdam, D Galbraith, H van den Bergh British Journal of Educational Psychology 77 (3), 565-578, 2007	152	2007
An aptitude–treatment interaction approach to writing-to-learn M Kieft, G Rijlaarsdam, H van den Bergh Learning and Instruction 18 (4), 379-390, 2008	142	2008
Educational leadership and pupil achievement: The choice of a valid conceptual model to test effectsin school effectiveness research S De Maeyer, R Rymenans, P Van Petegem, H van den Bergh, ... School effectiveness and school improvement 18 (2), 125-145, 2007	138	2007
Enhancing divergent thinking in visual arts education: Effects of explicit instruction of meta‐cognition MT Van de Kamp, W Admiraal, J van Drie, G Rijlaarsdam British Journal of Educational Psychology 85 (1), 47-58, 2015	133	2015
Strategy-focused writing instruction: Just observing and reflecting on a model benefits 6th grade students R Fidalgo, M Torrance, G Rijlaarsdam, H Van den Bergh, ML Álvarez Contemporary Educational Psychology 41, 37-50, 2015	131	2015
Writing education around the globe: Introduction and call for a new global analysis S Graham, G Rijlaarsdam Reading and Writing 29, 781-792, 2016	122	2016
The dynamics of composing—An agenda for research into an interactive compensatory model of writing: Many questions, some answers G Rijlaarsdam, H Van den Bergh The science of writing, 107-125, 2013	121	2013
Literary reading activities of good and weak students: A think aloud study T Janssen, M Braaksma, G Rijlaarsdam European Journal of Psychology of Education 21, 35-52, 2006	120	2006

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