Zobrazeno 1 - 10
of 33
pro vyhledávání: '"Amos van Gelderen"'
Publikováno v:
Frontiers in Education, Vol 8 (2023)
In the present study, effects of Genre Writing instruction added with planning and revising activities (GWPR) are investigated in teacher education. This type of instruction was considered promising because it appeared to lead to positive effects on
Externí odkaz:
https://doaj.org/article/db241a19ea464ea9970e0a1d8d414b0d
Publikováno v:
Education Sciences, Vol 12, Iss 9, p 595 (2022)
This study investigates the effects of instruction in genre writing with planning and revising activities (GWPR) on learning. This type of instruction appeared to be successful in promoting learning in several types of education. However, there are f
Externí odkaz:
https://doaj.org/article/7646e5bc242c464994c370e4a06e0133
Publikováno v:
Education Sciences, Vol 11, Iss 2, p 50 (2021)
It is hypothesized that variability found in the effects of family literacy programs results from differences in implementation by parents. In this study, the implementation and effects of a Dutch program were examined in a sample of 207 kindergarten
Externí odkaz:
https://doaj.org/article/41ecaae0108840f1a7f227f209243166
Publikováno v:
Review of Education, 2022(18 July). Wiley
This review examines which types of instruction in writing-to-learn lead to effects on insight and topic knowledge in different disciplines, in grades 5–12 and in higher education. Forty-three empirical studies have been selected to answer this que
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::d6fd1deae0a6f883dd9d6e3e4001afd3
https://doi.org/10.1002/rev3.3359
https://doi.org/10.1002/rev3.3359
Publikováno v:
ITL-International Journal of Applied Linguistics, 171(2), 153-190. Peeters Publishers
International Journal of Applied Linguistics, 171(2), 153-190. Wiley-Blackwell
International Journal of Applied Linguistics, 171(2), 153-190. Wiley-Blackwell
Little is known about the effect of diverging pedagogies on the development of interactional oral skills in a foreign language. In a controlled study, we evaluated three newly developed instructional programmes that were situated in the same training
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::742013f8a7d3151283f8f84ae1555b1f
https://hdl.handle.net/11245.1/80bbc13f-6b85-408b-ab1c-5f23493038f6
https://hdl.handle.net/11245.1/80bbc13f-6b85-408b-ab1c-5f23493038f6
Publikováno v:
Journal of Research in Reading, 42(3-4), 504-522. Wiley-Blackwell
Journal of Research in Reading, 42(3-4), 504-522. Wiley-Blackwell Publishing Ltd
van Steensel, R, Oostdam, R & van Gelderen, A 2019, ' Affirming and undermining motivations for reading and associations with reading comprehension, age and gender ', Journal of Research in Reading, vol. 42, no. 3-4, pp. 504-522 . https://doi.org/10.1111/1467-9817.12281
Journal of Research in Reading, 42(3-4), 504-522. Wiley-Blackwell Publishing Ltd
van Steensel, R, Oostdam, R & van Gelderen, A 2019, ' Affirming and undermining motivations for reading and associations with reading comprehension, age and gender ', Journal of Research in Reading, vol. 42, no. 3-4, pp. 504-522 . https://doi.org/10.1111/1467-9817.12281
BackgroundThere has been an increasing interest in negative or ‘undermining’ motivations for reading. In this study, we aimed to strengthen knowledge on the validity of the distinction between affirming and undermining motivations. First, we exam
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::14d0b5af471f2119b055fa6b6c396077
https://hdl.handle.net/11245.1/904b07e6-37d1-4e8e-8af4-5bfee1724d3d
https://hdl.handle.net/11245.1/904b07e6-37d1-4e8e-8af4-5bfee1724d3d
Publikováno v:
Education Sciences
Volume 11
Issue 2
Education Sciences, 11(2). Multidisciplinary Digital Publishing Institute (MDPI)
Education Sciences, Vol 11, Iss 50, p 50 (2021)
Volume 11
Issue 2
Education Sciences, 11(2). Multidisciplinary Digital Publishing Institute (MDPI)
Education Sciences, Vol 11, Iss 50, p 50 (2021)
It is hypothesized that variability found in the effects of family literacy programs results from differences in implementation by parents. In this study, the implementation and effects of a Dutch program were examined in a sample of 207 kindergarten
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::872127aebc1a0b5bcf43c0ce4dca2354
https://doi.org/10.3390/educsci11020050
https://doi.org/10.3390/educsci11020050
Publikováno v:
Reading & Writing, 31(4), 893-926. Springer Netherlands
Reading and Writing, 31 (2018)(4), 893-926
Reading and Writing, 31 (2018)(4), 893-926
In a longitudinal design, 51 low-achieving adolescents' development in writing proficiency from Grades 7 to 9 was measured. There were 25 native-Dutch and 26 language-minority students. In addition, the roles of (i) linguistic knowledge, (ii) metacog
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::471b27b62f9fa562d146638a48d87acb
https://doi.org/10.1007/s11145-018-9818-9
https://doi.org/10.1007/s11145-018-9818-9
Publikováno v:
Creative Education. :693-715
This longitudinal study explored the degree in which level and development of writing proficiency of a group of 63 low-achieving adolescents can be explained by their engagement in literacy activities. These adolescents were intensively followed from
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::a41e2f82142bc7e9ce348c802d28c4b0
https://doi.org/10.4236/ce.2017.85054
https://doi.org/10.4236/ce.2017.85054
Publikováno v:
Journal of Research in Reading. 41:20-41
Low-achieving adolescents are known to have difficulties with reading comprehension. This article discusses how reciprocal teaching can improve low-achieving adolescents' reading comprehension in whole-classroom settings (as opposed to small-group se
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::a71495e0495fa968151570baa84e1ffe
https://doi.org/10.1111/1467-9817.12082
https://doi.org/10.1111/1467-9817.12082