Publication Date
| In 2024 | 0 |
| Since 2023 | 0 |
| Since 2020 (last 5 years) | 0 |
| Since 2015 (last 10 years) | 1 |
| Since 2005 (last 20 years) | 3 |
Descriptor
Author
| Hulstijn, Jan | 3 |
| van Gelderen, Amos | 3 |
| Schoonen, Rob | 2 |
| de Glopper, Kees | 2 |
| Stoel, Reinoud | 1 |
| Stoel, Reinoud D. | 1 |
| Trapman, Mirjam | 1 |
| van Schooten, Erik | 1 |
Publication Type
| Journal Articles | 3 |
| Reports - Evaluative | 2 |
| Reports - Research | 1 |
Education Level
| Secondary Education | 3 |
| Grade 8 | 2 |
| Grade 9 | 2 |
| Elementary Education | 1 |
| Elementary Secondary Education | 1 |
| Grade 10 | 1 |
| Grade 7 | 1 |
| High Schools | 1 |
| Junior High Schools | 1 |
| Middle Schools | 1 |
Audience
Location
| Netherlands | 3 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkSchoonen, Rob; van Gelderen, Amos; Stoel, Reinoud D.; Hulstijn, Jan; de Glopper, Kees – Language Learning, 2011
This longitudinal study investigates the development of writing proficiency in English as a foreign language (EFL), in contrast to the development of first language (L1) writing proficiency in Dutch L1, in a sample of almost 400 secondary school students in the Netherlands. Students performed several writing tasks in both languages in three…
Descriptors: Structural Equation Models, Second Language Learning, Metacognition, Foreign Countries
van Gelderen, Amos; Schoonen, Rob; Stoel, Reinoud; de Glopper, Kees; Hulstijn, Jan – Journal of Educational Psychology, 2007
This study investigated the relationship between reading comprehension development of 389 adolescents in their dominant language (Language 1 [L1], Dutch) and a foreign language (Language 2 [L2], English). In each consecutive year from Grades 8 through 10, a number of measurements were taken. Students' reading comprehension, their linguistic…
Descriptors: Secondary Education, Word Recognition, Sentences, Metacognition
Trapman, Mirjam; van Gelderen, Amos; van Schooten, Erik; Hulstijn, Jan – Reading & Writing Quarterly, 2017
In a longitudinal design, we measured 50 low-achieving adolescents' reading comprehension development from Grades 7 to 9. There were 24 native Dutch and 26 language minority students. In addition, we assessed the roles of (a) linguistic knowledge, (b) metacognitive knowledge, and (c) reading fluency in predicting both the level and growth of…
Descriptors: Reading Comprehension, Reading Achievement, Adolescents, Low Achievement
