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dhr. prof. dr. G.C.W. (Gert) Rijlaarsdam

Faculteit der Maatschappij- en Gedragswetenschappen
Programme group: Domain Specific Learning
Fotograaf: T. van de Kamp

Bezoekadres
  • Nieuwe Achtergracht 127
Postadres
  • Postbus 15776
    1001 NG Amsterdam
Contactgegevens
  • Profile

    Short Biography

    Gert Rijlaarsdam holds a position

    In parallel he

    • had a position (50%) at the University of Antwerp (Multilingual Professional Communication) as member of the Anhub Lab (since October 2013 until October 2018).
    • he was appointed as visiting professor at Umeå University (Sweden), 10%, from February 2015-2018.
    • had an additional position as professor in Language Education at Utrecht University, a position installed by the Dutch Association of Teachers of Living Languages (Dutch: Vereniging voor Leraren in Levende Talen ) (from 1999-2004).

    He started as a non-certified teacher of 20 yrs old, teaching Dutch Language and Literature at a school for secondary education, where he taught for 17 years, mostly parttime, combining teaching, other jobs and studies.

    He studied at Leiden University, while teaching at secondary education:

    • Dutch Language and Literature (MA; 1978), specialization sociolinguistics
    • Educational Studies (MA;1983), specialization curriculum studies

    He did his PhD research at the University of Amsterdam, when still teaching Dutch in secondary education

    • on the effects of peer feedback on writing processes, performance and attitudes (1983-1986).

    Other jobs

    • He combined his teaching appointment with a job (20%) at the National Test Service Institute (CITO, Arnhem),
      • designing and testing innovative listening tests, and
      • introduced functional writing exams in lower secondary education.
    • He combined his jobs with a part-time appointment at the educational research institute at the University of Amsterdam (RITP, later SCO) since 1981. Here he got his on the job training as researcher from Hildo Wesdorp (1935-1987), in a lab group with then young researchers like Henk Blok, Kees de Glopper, Huub van den Bergh, Rob Schoonen and Amos van Gelderen.
    • He was appointed (1988) as an associate professor (Dutch: UHD) at the then newly established Graduate School of Teaching and Learning (GSTL) at the University of Amsterdam, with the special task to create  -- with two colleagues Geert ten Dam and Fred Korthagen --  an integrative post-graduate university institute for teacher training, in-service training and research. This Institute lasted until 2012, when it was merged into the Faculty of Social Sciences. Until then it received very good evaluations of accreditation boards: the GSTL was about the top in the Netherlands. In the GSTL he was involved in teaching, research, and development. He managed for many years the portfolio Development & Services. From 2006-2008 he was responsible for the implementation of a new teacher education curriculum at the GSTL. In 2010-2011 he was responsible for reshaping that 'new' curriculum for efficiency (less costs, more results: students that get the grade within nominal study time.

    Research Lab of Innovative Language, Literature & Arts Education

    Personal data

    Until 2007 you could find Gert on Saturdays on soccer fields in the region: he was a certificated soccer referee (KNVB), and milder than you may expect. In his free time he trains a German shepherd dog, called Beer (Dutch for Bear). On the photo in the intro above, he is preparing the other dog, the Dutch shepherd dog Storm, for a round of ski wandering in Bodmen, Oberwallis (Switzerland). Storm died in July 2007. 

    On the left handed photo; Beer is looking for something, while his friend Anak walks away, giving up. Beer never give up. Click for more Beer below; Beer in Switzerland, October 2007.

    Gert and Hetty owned an old-timer Mercedes Camper bus and travels --slowly slowly -- through Western Europe.

    He likes organizing events. He was co-ordinator of the SIG WRITING of EARLI (1995-1999), organzied with Huub van den Bergh the SIG WRITING 1994 in Utrecht. In August 2009 Gert was programme manager of the EARLI 2009 conference in Amsterdam. See photo's at EARLI conference website, link below. In August 2014, he organized with Amsterdam & Utrecht colleagues the EARLI SIG WRITING conference  and research school: Conference & Research School on Writing Research.  With Monica Koster, Renkse Bouwer, Huub van den Bergh, Saskia Rietdijk & Martine Braaksma.The 25th anniversary of the SIG WRITING. The credo was: Writing is fun! In 2018 he is involved in organizing the SIG WRITING Research School in Ghent as member of the organizing committee. With Luuk van Waes en Denis Alamargot he established the Journal of Writing Research. With Eric Esperet (France) he developped the book series Studies in Writing, now published by Brill (the Netherlands), with more then 30 volumes.

    In 1996, with Ken Watson (Australia) he set up the international Association for the Improvement of Mother tongue Education, now transformed into ARLE. Within that association he organized conferences and established a scientific journal, initially with Mary Kooy (Canada): L1 Educational Studies in Language and Literature.

    EARLI 2009

    Another Beer

    Beer died in July 2011, bone cancer. In August, our dog trainer Monique found a new German Shepperd dog for us. We called him Beer too (sometimes 'Little Beer, compared with 'old' Beer).

    On the photo: Beer II Winter 2012, age 2yrs.10 months.

    On May 4th 2019 Beer II got company when Arya Vida arrived from an asylum in Barcelona. She is from August 2016, was dropped somewehere when she was 18 months (Photo May 5th, in De Elzen
  • Teaching

    Once a teacher, always a teacher

    Contents

    • 1.1 International courses
    • 1.2 Research in Education Practice
    • 1.3 Communication skills
    • 1.4 Educational Course Design & Research
    • 1.5 Research Methodology in Communication

    1.1 International courses

    Gert Rijlaarsdam taught International courses (English)

    • 1995 and 1996 February, Laboratoire du Psychology. Université de Bourgogne, Dyon. (Prof. Dr Michel Fayol): February; Comparing Dutch & French morphology.
    • 1995 November, Athens University, invited by Prof. Dr Elias Matsagouras. Inservice course: Efective teaching of Writing.
    • 1999 September. Umeå University Sweden. Invited by Prof. Dr P.-O. Erixon. Course: Creating a Research Group and Program.
    • 2002 April-May, Hong Kong University, Hong Kong. Invited by Prof. Shek Kam Tse. Course: Effective teaching of writing.
    • 2003 November, Patras University, Greece. Invited by prof. Dr. Papoulia-Tzelepi. Master course in Teaching of Writing.
    • 2006 December, Cantho University, Vietnam. Course provided with prof. Dr Huub van den Bergh & prof. Dr Wilfried Admiraal: Research Methodology in Education
    • 2007 October, Can Tho University, Vietnam. Invited by Dr Nam, Dean of School of Education, Head of Vietnamese Department of Linguistics and Literature. Course: effective teaching of Writing
    • 2007 October, Can Tho University, Vietnam, October Invited by Dr Do Van Xe, vice-rector and Dr H.T. Trang, director Learning Resources Center. Provided with Marcel van Riessen. Currriculum design: Effects of a credit based system.
    • 2009 May.,Edith Cowan University, Perth, Australia, invited by prof Judith Rivelland. Setting up a Writing Research Program.
    • 2015-2018, Visiting Professor in Umeå University, Sweden, invited by dr Eva lindgren
    • 2016 December: Visiting professor Santander University, Spain (invited by Dr Melero Zabal, Maria Angeles & Dr Villalon Molina, Ruth

    Research schools

    • ARLE Research school, Tallinn, 2017: Research Methodology in Language Education
    • SIG WRITING Research schoo, Ghent, 2018: Issues in Research Methodology in Writing Research

    1.2 Research in Educational Practice

    • 2006 (1) Teachers in innovation team Montessori Lyceum Amsterdam (2) Teachers in research team Montessori college Oost; (3) Teacher trainees Ed. MA EHvA; (4) 2007 Teachers' research group Almere (Helen Parkhurst, De Meergronden, Echnaton)
    • 2007 (1) Teachers in research team Montessori Lyceum Amsterdam; (2) Teachers in research team Montessori College Oost; (3) Teachers in research group Almere (Helen Parkhurst, De Meergronden, Echnaton)
    • Since 2007, Gert Rijlaarsdam was involved in various projects to support teachers in doing research, via the Master Academic Mastership, projects with teacher in so called academic schools, training grant applicants for NWO etc.,
    • 2016-2017, Professional Learner Community on learning and teaching synthesis writing, with Wilma Groeneweg

    1.3 Communication Skills

    • 1999, 2000 Students of Economics. MA-level.
    • 2014-2018 Academic Writing (Antwerp)

    1.4 Educational Course Design and Research

    • 1999 Teacher trainees of Dutch Language & Literature, and ofLatin & Greek. / Postgraduate. 
    • 2000 Teacher trainees of Modern Languages and Dutch as mother tongue. Postgraduate. 
    • 2001 Part-time teacher trainees of all school subjects. Postgraduate.
    • 2002 Teacher trainees of Modern Languages and Dutch as mother tongue. Postgraduate. 
    • 2003 Teacher trainees of Modern Languages and Dutch as mother tongue. Postgraduate.
    • 2006-2013: Programme coordinator of second semester programme of post initial teacher training: Design Research and Practice oriented Research
    • 2013-current: Teacher trainees of Modern Languages and Dutch as L1. Post graduate: Design Research

    1.5. Methodology of Communication Research

    • 2013 - 2018 Research  methodology in communication research (Antwerp)
    • 2013 -2018 Master Theses Research methodology in communication research (Antwerp)
  • Research

    The fun is in the process

    Contents

    Here you will find

    1. Links to key publications, presentations, activities of the informal Smikkel/Yummy Yummy Club, and all publication

    2. References to PhD dissertations I was involved in as (co-)supervisor

    3. Scientific activities I am involved in: editorship, editorial board, coordinator, conference organizer.

    4. Our Research Lab Staff and Research Programme.

    1 Relevant links

    All publications as archived in the UvA Repository

    Key publications see ResearchGate

    Presentations

    Smikkelclub (Dutch) or Yummy Yummy Club

    2. PhD dissertations supervised

    Here you will find the dissertations I was involoved in as (co-)supervisor, as associate professor or later as full professor)

    Jannemieke van de Gein

    Jannemieke van de Gein (1991). The sense of sentence. Effects of grammar skills on aspects of writing profiency. F unded by the National Foundation of Educational Research: SVO). Co-supervised by prof. Dr G.J. de Haan (then Utrecht University, moved to Groningen University, now emeritus).

    Rob Schoonen

    Rob Schoonen  (1991). Constructie en validering van gestructureerde stelopdrachten voor zesdeklassers [Construction and validation of structured writing tasks for eight graders.   Funded by the National foundation of Educational Research: SVO). Co-supervised by prof. Dr G.J. Mellenbergh (University of Amsterdam). Current position: Rob is a full professor at Radboud University (Nijmegen, Netherlands) for Applied Linguistics

    All Schoonen publications

    Amos van Gelderen

    Amos van Gelderen (1992). Fonetisch en linguïstische validatie van oordelenover spreekprestaties [Phonetic and linguistic validation of ratingof oral performances ]  Funded by the National Foundation of Scientific Research: NWO). Co-supervised by Prof. Dr L. Pols (University of Amsterdam ).

    All Van Gelderen publications

    Michel Couzijn

    Michel Couzijn (1995). Transfer in het moedertaalonderwijs (VF): directieve en betogende teksten [Transfer in L1-education: directive and argumentative texts] (1991-1995). Funded by the University of Amsterdam). Co-supervised by Prof. Dr B.H.A.M. van Hout-Wolters, University of Amsterdam.

    Publications Couzijn

    Full text dissertation

    Michel Couzijn website

    Marianne Overmaat

    Marianne Overmaat (1996). Empirische studies naar effectieve schrijfdidactiek.[Empirical Studies in Written Composition Methodology] . Funded by the National Foundation of Educational Research. Co-supervised by Prof. Dr K. de Glopper (University of Amsterdam , now Groningen University).

    Current position: retired from UvA

    Overmaat publications

    Tanja Janssen

    Tanja Janssen (1998). Literatuuronderwijs bij benadering [Approaches in Literature Education]. Funded by the University of Amsterdam. Co-supervised by Prof. Dr S. ten Brinke (Utrecht University).

    Current position: Associate professor, UvA

    All Tanja Janssen publications

    Tanja Janssen website

    Martine Braaksma

    Martine A.H. Braaksma (2002). Learning to write by observation of models : 1996-2002. Graduated May 2002.  Funded by the University of Amsterdam and the International Association for the Improvement of Mother Tongue Education (IAIMTE). Co-supervised by Prof. Bernadette A.H.M. Van Hout-Wolters (Amsterdam), & Dr. Huub H.van denBergh (Utrecht).

    Current position: staff member Dutch Advisory Council for Educ Sla op ation (the Hague, the Netherlands)

    All Martine Braaksma publications

    Full text dissertation

    Website Martine Braaksma

    Hein Broekkamp

    Hein Broekkamp (2003). Learning to represent task demands. Thesis work was funded by the University of Amsterdam. Co-supervisors: Bernadette van Hout-Wolters (Amsterdam), Huub van den Bergh (Utrecht).

    Current position: staff member Dutch Council for Education, The Hague.

    All Hein Broekkamp publications

    Isabelle de Ridder (Antwerp, Belgium)

    Isabelle de Ridder (2003). Hyperlinks & Vocabulary Learning from texts in L2 . Funded by the University of Antwerp. Co-supervised by Prof Dr Luuk van Waes (Antwerp).

    Full text dissertation

    Rita Rymenans & Svende Maeyer (Antwerp, Belgium)

    De Maeyer, S.A.J.H. & Rymenans, R.M.C. (2004). Onderzoek naar kenmerken van effectieve scholen. Kritische factoren in een onderzoek naar schooleffectiviteit in het technisch en beroepssecundair onderwijs in Vlaanderen. Diss UU. Co-supervised by Prof dr Frans Daems (Antwerp), Prof. dr Peter van Petegem (Antwerp), Dr. Huub van den Bergh (Utrecht).

    WebsiteSven de Maeyer

    LapQuoc Trinh (Can Tho, Vietnam)

    Trinh, L.Q. (2005). Stimulating learner's autonomy in language education . A curriculum innovation study. Funded by NUFFIC/MHO-projects. Co-supervisedby PeterBimmel (Amsterdam , Netherlands).

    Full text dissertation

    Marleen Kieft (Amsterdam)

    Marleen Kieft (2006). Adapting instruction to students' writing strategies: Effects on writing and learning.  Funded by the University of Amsterdam and the International Association for the Improvement of Mother Tong ue Education (IAIMTE). Co-supervised by Prof. dr Huub van den Bergh (Utrecht).

    All Marleen Kieft publications

    Marleen Kieft website

    Rita Rigo Toth (Singapore)

    Rita Rigo-Toth(2007). Co-supervised by Dr Christine Ure, Uiversity of Merlbourne, Australia.

    Ton Koet (Amsterdam)

    Ton Koet (2007). Polder English in Dutch ears . Co-supervised by Prof Dr Huub van den Bergh, Utrecht/Amsterdam

    Ton Koet website

    Theo Witte (Groningen, Th Netherlands)

    Theo Witte (2008). Het oog van de meester. Funded by the University of Groningen.Co-supervised by prof. dr D. Schram (Amsterdam)& prof. dr A. van Essen (Groningen)

    Theo Witte website

    Mariet Raedts (Antwerp, Belgium)

    Mariet Raedts (2008). De invloed van zelfeffectiviteitsverwachtingen, taakkennis en observerend leren bij een nieuw en complexe schrijftaak. [The effect of self-efficacy expectations, task knowledge and observational learning in a new and complex writing task]. Co-supervised by Frans Daems (Antwerp) and Luuk van Waes (Antwerp).

    Mariet Raedts publications

    Elke van Steendam (Leuven, Belgium)

    Elke van Steendam(2008). Effective instructional strategies in collaborative revision in ESL. The effects of Two empirical studies. Co-supervised Lies Sercu (Leuven), with Huub van den Bergh (Utrecht/Amsterdam) as advisor.

    Publications Elke van Steendam

    Daphne van Weijen (Utrecht,the Netherlands)

    Daphne van Weijen (2009). Writing processes, text quality, and tasks effects Empirical studies in first and second language writing. Co-supervised with Huub van den Bergh (Utrecht/Amsterdam) and Ted Sanders(Utrecht)

    Daphne van Weijen's homepage

    Lieve Verheyden

    Achter de lijn.Vier empirische studies over ontluikende stelvaardigheid. [The story behind the line. Four empirical studies on writing by third and fourth graders of primary school.( 24 April 2010). Co-supervisors: Prof Kris van den Branden (Leuven, Belgium), Prof Huub vanden Bergh (Utrecht, the Netherlands), and Dr. Sven de Maeyer (Antwerp, Belgium)

    Tatiana Berden-Antonenko

    Stinulating intercultural intellectual capabilities in intercultural communication.Testing an innovative course design.Dissertation. Appendices. 23 November 2010. Co-supervisor; Prof. Dr Lies Sercu, Leuven , Belgium.

    Dissertation

    Talita Groenendijk (The Netherlands)

    Observe and Explore. Empirical studies on Learning in creative writing and visual arts. May 15th, 2012. Funded by University of Amsterdam. Co-supervised by Dr Tanja Janssen, GSTL, Prof Dr Huub van den Bergh (advisor).

     

    Dissertation

    Tillema, Marion (The Netherlands).

    Writing in first and second language. Empirical studies on text quality and writing processes

    June 19th, 2012, Utrecht. Funded by Utrecht University. Co-supervised by Prof. Dr Huub van den Bergh (Utrecht) and Prof. Dr Ted Sanders (Utrecht).

    Phuong Nam Thi Nguyen (Vietnam, the Netherlands)

    Second language writing and literary reading in university: Three empirical studies.

    November 28th, 2012, Amsterdam. Funded by Mekong Delta Grant and University of Amsterdam. Co-supervised by Prof.Dr Wilfried Admiraal (Amsterdam, now Leiden) and Dr Tanja Janssen (Amsterdam)(

    Dick van Dijk

    De Taal van oplossingen. Een empirisch begrippenkader voor oplossingsgerichte interactie. Available in Dare

    November 27th, 2013, Amsterdam. No grant, candidate's personal investment. Co-supervised by Dr Resi Damhuis, Marnix Academy (Utrecht)

    Milan Kriz

    Teaching Dutch as a foreign language in Eastern Europe

    February, 2014, Utrecht. No Grant, candidata's own investment. Co-supervisor Prof. Dr Huub van den Bergh (Utrecht)

    Marco Kragten

    Comprehensing process diagrams in biology education

    November 27th, 2016, Amsterdam. Grant by NWO Lerarenbeurs. Co-supervised by Prof. Dr Wilfried Admiraal (Amsterdam, now Leiden).

    Marrit van de Guchte

    Focus on Form in Task-based Language Teaching

    December 17th 2015, Amsterdam. Grant by Gooise Scholen Federatie & University of Amsterdam. Co-supervised by Dr Martine Braaksma & Dr P. Bimmel

    3.Scientific Services

     

     

    3.1 Editor

    • Journal Editor L1-Educational Studies inLanguage and Literature (peer refereed journal since 2000). Co-editor, with Mary Kooy (OISE, Toronto, Canada).
    • Journal Editor and founder with Luuk van Waes, of Journal of Writing Research, since 2007
    • Series Editor Studies in Writing, book series. S ince 1996, a refereed book series published by Amsterdam University Press (volumes 1-6) and Kluwer Academic Press (volumes 7-17), Elsevier (volumes 18-22), Emerald (volumes 23-26) and Brill (volumes 27- xx).
    • Series Editor Studies in Language & Literature. International Perspectives on Mother Tongue Education . Published by AmsterdamUniversity Press (volumes 1, 2).
    • Levende Talen Magazine, 1999-2001: design and implementation of new formula.
    • Learning and Instruction, associate editor, 2014-2018

    L1 Educational Studies in language and Literature

    Journal of Writing Research

    Studies inWriting(vol 1-6)

    Studies in Writing (vol 7-17)

    Studies in Writing 17-21

    More information Studies in Writing

     

    3.2 Conferences

    Organizer

    • SIG Writing conference 1994,Utrecht, with Huub vanden Bergh & DanielJansen
    • IAIMTE conferences 1997 (Amsterdam), 1999 (Amsterdam), 2001 (Amterdam), co-organizer 2003 (Lisbon, Portugal), 2005 (Albi, France), 2007 Exeter (UK)
    • EARLI conference 2009 (programme manager), with Jos Beishuizen, Gerrie Buijze, Ron Oostdam & Thea Peetsma
    • Conference on Writing Research (for SIG WRITING), August 2014, Amsterdam
    • Research School on Writing Research (for SIG WRITING), August 2014, Utrecht

    Scientifice committees

    • Sig Writing conferences:1996 (Bellaterra), 1998 (Poitiers), 2000(Verona), 2002 (Stoke-on-Trent), 2004 (Geneva), 2006 (Antwerp), 2008 (Lund), 2010 (Heidelberg), 2012 (Porto)
    • Member Biannual Earli Committee Oeuvre Award EARLI 1997.
    • Member Biannual Earli Committee 'Outstanding Publication in the field of Learning and Instruction' 1999.

    EARLI2009 Conference

    IAIMTE 2009

    SIG Writing 2009

    3.3 Reviewer (Journals only)

    • British Journal of Educational Psychology, 
    • European Journal of Psychologyof Education, 
    • Language Learning, 
    • Instructional Sciences, 
    • Research in the Teaching of English, 
    • Spanish Journal of Psychology, 
    • Pedagogische Studien.
    • Journal of Second Language Writing
    • Research in the Teaching of English

    3.4 Coordinator

    • International Association for the Improvement of Mother Tongue Education (IAIMTE). Chair (1995-2013) 
    • Special Interest Group Writing (European Association on Research of Learning and Instruction (EARLI ):1993-1997.

    ARLE, fka IAIMTE

    SIG Writing

    3.5 Editorial board

    • Spanish Journal of Psychology (1999-...); 
    • Learning and Instruction (2002-2007) 
    • Educational Research Review (2005- ...)
    • Journal of Educational Psychology (2014- ...)
    • Tijdschrift voor Taalbeheersing (2010-....)

    Spanish Journalof Psychology

    Learning and Instruction

    Educational Research Review

    4. Lab staff

    The Research in Language, Literature & Arts Education Lab Staff (with links to personal websites)

     

    Staff
     Seniors

     Former: Dr Martine Braaksma (2002-2015), Dr Michel Couzijn (2000-2014), dr Marleen Kieft (2006-2007),

    Current: dr Tanja Janssen (1992 - xx), Dr Daphne van Weijen (2014 -- xx), Dr Marrit Van de Guchtt (2016--xx), Dr Suzanne Adema (2014-xx), Dr Elke van Steendam (Leuven/Brussels/Antwerp

     Consultant for Methodology & Statistics  Prof. dr Huub van den Bergh (Utrecht University)
     Co-supervisors  Prof dr Wilfried Admiraal (Leiden), dr Tanja Janssen (Amsterdam), Dr Martine Braaksma (Amsterdam), Dr Elke van Steendam (Leuven), Dr. Suzanne Adema (Amsterdam(
     PhD Candidates (ILO) Marie-Therese van de Kamp (MA), Marloes Schrijvers (MA), Martijn Koek (MA), Saskia Rietdijk (MSc), Suzanne Luger (MA), Chelsea O'Brien (MA, MA), Anouk ten Peze (MA), Liselore van Ockenburg (MA), Nina vandermeulen (MA, Antwerp), Brenda van den Broek (MSc, Antwerp).
     Extra Muros  Madelein van Baalen, MA (TheaterSchool Rotterdam); Bob Wilkinson, MA (Maastricht University); Mujgan Büyükbaş Kara (MA; Turkey),

    Language, Literature & Arts Education Research programme

  • Services

    National

    Vereniging voor Leraren in Levende Talen

    Member of the Didactiek Commissie Nederlands, ca 1974-1980. From 2000-2004 he was appointed as research professor for the Vereninging van Leraren in LevendeTalen, following prof. dr Gerard Westhof, and follwed by prof. dr. Huub van den Bergh.

    In 2017 he set up a continuation of the Didactiek Commissie Nederlands, called Werkgroep Onderzoek en didactiek Nederlands (Working Group Research and Instruction Dutch Language and Literature Education. In May 2018 he was elected as chair of the Association for Teacher of Living Languages, section Dutch, with 1400 members. 

     

    Editor in chief

    Restyling Levende Talen (journal for language teachers) (1999-2001) into two publications, a Magazine and a Scientific Journal, introducing new formats and journal formula's, together with Monique van Hootegem, setting up a new team of editors etc.

    Editor

    DCN-cahiers, publication series of the Didactiek Commissie Nederlands

    International

    Founder

    • with Eric Esperet: Studies in Writing bookseries, publishing since 1996, with 32 volumes in 2018. Published now by Brill, formerly by Emerald, Springer/Kluwer, Elsevier and Amsterdam University Press
    • with Luuk van Waes: Journal of Writing Research, since 2008.
    • with Ken Watson, Australia, International Association for the Improvement of Mother Tongue Education (IAIMTE), now ARLE. International Association for Research in L1 Education. Chair person from 1995-2015.
    • with Mary Kooy, Canada, research journal L1-Educational Studies in Language and Literature. Editor from 1999-2015. 
    • IAIMTE conferences. Organizer, convenor, conference manager. Since 1997
    • SIG WRITING research school, first editon 2014, with Huub van den Bergh, Monica Koster, Renske Bouwer.
    • ARLE Research school, first edition 2017, with Paulo Feytor Pinto & Luisa Alvarez.

    Editor

    • Journal of Writing Research: 2008-current.
    • L1-Educational Studies in language and Literature: 1999-2015.
    • Learning and Instruction, 2014, current
    • Studies in Writing bookseries: 1995-2015.

    Conferences

    • IAIMTE/ARLE conferences since 1997, various editons; roles: convenor, organizer, conference manager, scientific committee.
    • SIG WRITING conference 1994, with Huub van den Bergh, Utrecht. Role: organizer.
    • SIG WRITING conference 2014, with Huub van den Bergh, Monica Koster, Renske Bouwer, Martine Braaksma, Saskia Rietdijk, Amsterdam. Role: organizer.
    • EARLI Conference 2009, with Jos Beishuizen, Amsterdam. Role: conference manager.

    Consulting editor

    Editorial board member

     Reviewer

    • British Journal of Educational Psychology
    • Educational Psychology Review
    • European Journal of Psychology of Education
    • Instructional Sciences
    • International Journal of Qualitative Studies in Education
    • Journal of Argumentation in Context
    • Language and Education
    • Language Learning
    • Learning & Instruction
    • Pedagogische Studiën
    • Research in the Teaching of English
    • Second Language Writing
  • Publicaties

    2020

    • Mateos, M., Rijlaarsdam, G. C. W., Martin, E., Cuevas, I., Van den Bergh, H., & Solari, M. (2020). Learning paths in synthesis writing: Which learning path contributes most to which learning out-come? Instructional Science, 48(2), 137–157. https://doi.org/10.1007/s11251-020-09508-3
    • Schrijvers, M. S. T., Murphy, P. K., & Rijlaarsdam, G. C. W. (2020). Systematically designed literature classroom interventions: design principles, development and implementation: an introduction. L1 Educational Studies in Language and Literature, 19, 1-12. https://doi.org/10.17239/L1ESLL-2019.19.04.06

    2019

    • Kaldahl, A-G., Bachinger, A., & Rijlaarsdam, G. (Eds.) (2019). Assessing Oracy. L1 Educational Studies in Language and Literature, 19.
    • Koek, M., Janssen, T., Hakemulder, F., & Rijlaarsdam, G. (2019). Literature education as a school for thinking: Students’ learning experiences in secondary literature education . L1 Educational Studies in Language and Literature, 19. https://doi.org/10.17239/L1ESLL-2019.19.01.01 [details]
    • Nguyen, P. N. T., Rijlaarsdam, G. C. W., Janssen, T. M., & Admiraal, W. (2019). Effects of rhetorical text analysis on idea generation and text quality. ITL : International Journal of Applied Linguistics. https://doi.org/10.1075/itl.16013.rij
    • Schrijvers, M. S. T., Janssen, T. M., Fialho, O., & Rijlaarsdam, G. C. W. (2019). Design of a literature classroom intervention to foster students' insight into human nature. L1 Educational Studies in Language and Literature, 19. https://doi.org/10.17239/L1ESLL-2019.19.04.02
    • Schrijvers, M. S. T., Janssen, T. M., Fialho, O., De Maeyer, S., & Rijlaarsdam, G. C. W. (2019). Transformative dialogic literature teaching fosters adolescents’ insight into human nature. Learning and Instruction, 63, [101216]. https://doi.org/10.1016/j.learninstruc.2019.101216
    • Schrijvers, M., Janssen, T., & Rijlaarsdam, G. (2019). Gaining insight into the nature of man Design rules, use and effects of a dialogical literature-didactics. Tijdschrift voor Nederlandse Taal- en Letterkunde, 135(2), 128-146.
    • Schrijvers, M., Janssen, T., Fialho, O., & Rijlaarsdam, G. (2019). Gaining insight into human nature: A review of literature classroom intervention studies. Review of Educational Research, 89(1), 3-45. https://doi.org/10.3102/0034654318812914 [details]
    • van Ockenburg, L., van Weijen, D., & Rijlaarsdam, G. (2019). Learning to write synthesis texts: A review of intervention studies. Journal of Writing Research, 10(3), 401-428. https://doi.org/10.17239/jowr-2019.10.03.01 [details]
    • van Weijen, D., Rijlaarsdam, G., & van den Bergh, H. (2019). Source use and argumentation behavior in L1 and L2 writing: a within-writer comparison. Reading and Writing, 32(6), 1635-1655. https://doi.org/10.1007/s11145-018-9842-9 [details]
    • van de Guchte, M., Rijlaarsdam, G., Braaksma, M., & Bimmel, P. (2019). Focus on language versus content in the pre-task: Effects of guided peer-video model observations on task performance. Language Teaching Research, 23(3), 310-329. https://doi.org/10.1177/1362168817735543 [details]

    2018

    • Braaksma, M. A. H., Rijlaarsdam, G., & van den Bergh, H. (2018). Effects of hypertext writing and observational learning on content knowledge acquisition, self-efficacy, and text quality: Two experimental studies exploring aptitude treatment interactions. Journal of Writing Research, 9(3), 259-300. https://doi.org/10.17239/jowr-2018.09.03.02 [details]
    • López, P., Rijlaarsdam, G., Torrance, M., & Fidalgo, R. (2018). How to report writing interventions? A case study on the analytic description of two effective revision interventions. Journal of Writing Research, 10(2), 279-329. https://doi.org/10.17239/jowr-2018.10.02.05 [details]
    • Nguyen, P. N. T., Admiraal, W., Janssen, T., & Rijlaarsdam, G. (2018). Learning to write: Effects of prewriting tasks on English writings of Vietnamese students. Asian EFL Journal, 20(9.1), 57-74. [details]
    • Rietdijk, S., van Weijen, D., Janssen, T., van den Bergh, H., & Rijlaarsdam, G. (2018). Teaching writing in primary education: Classroom practice, time, teachers' beliefs and skills. Journal of Educational Psychology, 110(5), 640-663. https://doi.org/10.1037/edu0000237 [details]
    • Rijlaarsdam, G., Janssen, T., Rietdijk, S., & van Weijen, D. (2018). Reporting design principles for effective Instruction of writing: Interventions as constructs. In R. Fidalgo, K. R. Harris, & M. Braaksma (Eds.), Design principles for teaching effective writing: Theoretical and empirical grounded principles (pp. 280-313). (Studies in Writing; Vol. 34). Leiden: Brill. https://doi.org/10.1163/9789004270480_013 [details]
    • Zelime, J., Deutschmann, M., & Rijlaarsdam, G. (2018). The effect of the language of testing on second language learners’ academic performance in Social Studies: The case of Kreol Seselwa and English in the Seychelles classrooms. L1 Educational Studies in Language and Literature, 18. https://doi.org/10.17239/L1ESLL-2018.18.01.10 [details]

    2017

    • López, P., Torrance, M., Rijlaarsdam, G., & Fidalgo, R. (2017). Effects of direct instruction and strategy modeling on upper-primary students' writing development. Frontiers in Psychology, 8, [1054]. https://doi.org/10.3389/fpsyg.2017.01054 [details]
    • Rietdijk, S., Janssen, T., van Weijen, D., van den Bergh, H., & Rijlaarsdam, G. (2017). Improving Writing in Primary Schools through a Comprehensive Writing Program. Journal of Writing Research, 9(2), 173-225. https://doi.org/10.17239/jowr-2017.09.02.04 [details]
    • van de Guchte, M., Rijlaarsdam, G., Braaksma, M., & Bimmel, P. (2017). Leren door peer-modelvideo’s binnen taakgericht taalonderwijs: Aandacht voor inhoud versus grammatica tijdens het observeren van peer-model video’s. Levende Talen Tijdschrift, 18(1), 3-13. [details]

    2016

    2015

    • Braaksma, M., & Rijlaarsdam, G. (2015). Intervention studies in writing-to-learn: Effects on comprehension, domain-specific learning outcomes and meaning making processes. Journal of Writing Research, 7(1), 1-226. [details]
    • Fidalgo, R., Torrance, M., Rijlaarsdam, G., van den Bergh, H., & Álvarez, M. L. (2015). Strategy-focused writing instruction: just observing and reflecting on a model benefits 6th grade students. Contemporary Educational Psychology, 41, 37-50. https://doi.org/10.1016/j.cedpsych.2014.11.004 [details]
    • Kragten, M., Admiraal, W., & Rijlaarsdam, G. (2015). Students’ ability to solve process-diagram problems in secondary biology education. Journal of Biology Education, 49(1), 91-103. https://doi.org/10.1080/00219266.2014.888363 [details]
    • Kragten, M., Admiraal, W., & Rijlaarsdam, G. (2015). Students’ learning activities while studying biological process diagrams. International Journal of Science Education, 37(12), 1915-1937. https://doi.org/10.1080/09500693.2015.1057775 [details]
    • Martínez, I., Mateos, M., Martín, E., & Rijlaarsdam, G. (2015). Learning history by composing synthesis texts: Effects of an instructional programme on learning, reading and writing processes, and text quality. Journal of Writing Research, 7(2), 275-302. https://doi.org/10.17239/jowr-2015.07.02.03 [details]
    • Rijlaarsdam, G., & Braaksma, M. (2015). Introduction to the special issue on Writing-to-learn studies. Journal of Writing Research, 7(1), 1-4. https://doi.org/10.17239/jowr-2015.07.01.01 [details]
    • van de Guchte, M., Braaksma, M., Rijlaarsdam, G., & Bimmel, P. (2015). Learning new grammatical structures in Task-Based Language Learning: The effects of recasts and prompts. The Modern Language Journal, 99(2), 246-262. https://doi.org/10.1111/modl.12211 [details]
    • van de Kamp, M-T., Admiraal, W., van Drie, J., & Rijlaarsdam, G. (2015). Enhancing divergent thinking in visual arts education: Effects of explicit instruction of meta-cognition. British Journal of Educational Psychology, 85(1), 47-58. https://doi.org/10.1111/bjep.12061 [details]
    • van den Bergh, H., Rijlaarsdam, G., & van Steendam, E. (2015). Writing process theory: A functional dynamic approach. In C. A. Macarthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research. - 2nd edition (pp. 57-71). New York/London: The Guilford Press. [details]

    2014

    2013

    • Groenendijk, T., Janssen, T., Rijlaarsdam, G., & van den Bergh, H. (2013). Learning to be creative. The effects of observational learning on students' design products and processes. Learning and Instruction, 28, 35-47. https://doi.org/10.1016/j.learninstruc.2013.05.001 [details]
    • Kragten, M., Admiraal, W., & Rijlaarsdam, G. (2013). Geletterdheid in diagrammen in de bètavakken. Tijdschrift voor Taalbeheersing, 35(1), 63-81. https://doi.org/10.5117/TVT2013.1.KRAG [details]
    • Rijlaarsdam, G., Janssen, T., Braaksma, M., van Steendam, E., van den Branden, K., Couzijn, M., & Verheyden, L. (2013). Learning and instruction in writing. In C. A. Stone, E. R. Silliman, B. J. Ehren, & G. P. Wallach (Eds.), Handbook of language and literacy: development and disorders. - 2nd ed. (pp. 545-566). New York: Guilford Press. [details]
    • Tillema, M., van den Bergh, H., Rijlaarsdam, G., & Sanders, T. (2013). Quantifying the quality difference between L1 and L2 essays: a rating procedure with bilingual raters and L1 and L2 benchmark essays. Language Testing, 30(1), 71-97. https://doi.org/10.1177/0265532212442647 [details]

    2012

    • Berninger, V. W., & Rijlaarsdam, G. (2012). Introduction. In V. W. Berninger (Ed.), Past, present and future contributions of cognitive writing research to cognitive psychology (pp. xix-xxvi). New York [etc.]: Psychology Press. https://doi.org/10.4324/9780203805312 [details]
    • Berninger, V., Rijlaarsdam, G., & Fayol, M. L. (2012). Mapping research questions about translation to methods, measures, and models. In M. Fayol, D. Alamargot, & V. W. Berninger (Eds.), Translation of thought to written text while composing: advancing theory, knowledge, methods, and applications (pp. 27-70). New York: PsychologyPress. [details]
    • Braaksma, M., Rijlaarsdam, G., & van den Bergh, H. (2012). Hypertext writing: learning and transfer effects. In M. Torrance, D. Alamargot, M. Castelló, F. Ganier, O. Kruse, A. Mangen, L. Tolchinsky, ... L. van Waes (Eds.), Learning to write effectively: current trends in European research (pp. 127-130). (Studies in writing; Vol. 25). Bingley: Emerald. [details]
    • Braaksma, M., Rijlaarsdam, G., & van den Bergh, H. (2012). Observational learning in argumentative writing. In M. Torrance, D. Alamargot, M. Castelló, F. Ganier, O. Kruse, A. Mangen, L. Tolchinsky, ... L. van Waes (Eds.), Learning to write effectively: current trends in European research (pp. 123-126). (Studies in writing; Vol. 25). Bingley: Emerald. [details]
    • Janssen, T., Braaksma, M., Rijlaarsdam, G., & van den Bergh, H. (2012). Flexibility in reading literature. Differences between good and poor adolescent readers. Scientific Study of Literature, 2(1), 83-107. https://doi.org/10.1075/ssol.2.1.05jan [details]
    • Kragten, M., Admiraal, W. F., & Rijlaarsdam, G. C. W. (2012). Diagrammatic literacy in secondary science education. Research in Science Education, 43(5), 1785-1800. https://doi.org/10.1007/s11165-012-9331-0 [details]
    • Rijlaarsdam, G. C. W., Klein, P., Boscolo, P., Kirkpatrick, L., & Gelati, C. (2012). Studies in Writing. Writing as a learning activity, Series editor. (Studies in writing). Leiden: Brill.
    • Rijlaarsdam, G., & van den Bergh, H. (2012). Writing research: where to go to? In V. W. Berninger (Ed.), Past, present and future contributions of cognitive writing research to cognitive psychology (pp. 579-584). New York [etc.]: Psychology Press. [details]
    • Rijlaarsdam, G., Janssen, T., Romein, P., Kappé, J., & Koffeman, A. (2012). Onderzoek op Academische Opleidingsscholen: een nieuw soort onderzoek. Pedagogische Studiën, 89(6), 381-384. [details]
    • Rijlaarsdam, G., van den Bergh, H., Couzijn, M., Janssen, T., Braaksma, M., Tillema, M., ... Raedts, M. (2012). Writing. In K. R. Harris, S. Graham, & T. Urdan (Eds.), APA educational psychology handbook. - Vol. 3: Application to learning and teaching (pp. 189-228). (APA handbooks in psychology). Washington, DC: American Psychological Association. https://doi.org/10.1037/13275-000 [details]
    • Verheyden, L., van den Branden, K., Rijlaarsdam, G., van den Bergh, H., & de Maeijer, S. (2012). Translation skills and trade-off in young L2-learners' written narrations. In M. Fayol, D. Alamargot, & V. W. Berninger (Eds.), Translation of thought to written text while composing: advancing theory, knowledge, methods, and applications (pp. 181-212). New York: PsychologyPress. [details]
    • van Steendam, E., Rijlaarsdam, G., Sercu, L., & van den Bergh, H. (2012). Effective instructional strategies in collaborative revision in EFL: two empirical studies. In M. Torrance, D. Alamargot, M. Castelló, F. Ganier, O. Kruse, A. Mangen, L. Tolchinsky, ... L. van Waes (Eds.), Learning to write effectively: current trends in European research (pp. 131-134). (Studies in writing; Vol. 25). Bingley: Emerald. [details]

    2011

    • Groenendijk, T., Janssen, T. M., van den Bergh, H., & Rijlaarsdam, G. C. W. (2011). The effect of observational learning on students’ performance, processes and motivation in two creative domains. British Journal of Educational Psychology, 83(1), 3-28. https://doi.org/10.1111/j.2044-8279.2011.02052.x
    • Tillema, M., van den Bergh, H., Rijlaarsdam, G., & Sanders, T. (2011). Relating self reports of writing behaviour and online task execution using a temporal model. Metacognition and Learning, 6(3), 229-253. https://doi.org/10.1007/s11409-011-9072-x [details]
    • Toorenaar, A., & Rijlaarsdam, G. (2011). Instructional theory for language lessons: a design study to validate the Communities of Learners concept in the language curriculum. L1 Educational Studies in Language and Literature, 11(1), 57-89. https://doi.org/10.17239/L1ESLL-2011.01.04 [details]

    2010

    • De Maeyer, S., van den Bergh, H., Rymenans, R., Van Petegem, P., & Rijlaarsdam, G. (2010). Effectiveness criteria in school effectiveness studies: Further research on the choice of a multivariate model. Educational Research Review, 5(1), 81-96. https://doi.org/10.1016/j.edurev.2009.09.001 [details]
    • Janssen, T., Braaksma, M., & Rijlaarsdam, G. (2010). Reading and teaching short stories, based on process studies and experimental research. In D. Wyse, R. Andrews, & J. Hoffman (Eds.), The Routledge international handbook of English, language and literacy teaching (pp. 45-57). (Routledge international handbooks of education). London: Routledge. [details]
    • Verheyden, L., van den Branden, K., Rijlaarsdam, G., van den Bergh, H., & De Maeyer, S. (2010). Written narrations by 8- to 10-year-old Turkish pupils in Flemish primary education: a follow-up of seven text features. Journal of Research in Reading, 33(1), 20-38. https://doi.org/10.1111/j.1467-9817.2009.01430.x [details]
    • Witte, T. C. H., Rijlaarsdam, G. C. W., & Schram, D. H. (2010). Empirisch gefundeerde theorie voor literaire ontwikkeling en didactische differentiatie in de Tweede Fase. Pedagogische Studiën, 87(6), 375-393. [details]
    • van Steendam, E., Rijlaarsdam, G., Sercu, L., & van den Bergh, H. (2010). The effect of instruction type and dyadic or individual emulation on the quality of higher-order peer feedback in EFL. Learning and Instruction, 20(4), 316-327. https://doi.org/10.1016/j.learninstruc.2009.08.009 [details]

    2009

    • Raedts, M., Daems, F., van Waes, L., & Rijlaarsdam, G. (2009). Observerend leren van peer models bij een complexe schrijftaak. Tijdschrift voor Taalbeheersing, 31(2), 142-165. https://doi.org/10.5117/TVT2009.2.OBSE357 [details]
    • Rijlaarsdam, G., Braaksma, M., Couzijn, M., Janssen, T., Kieft, M., Raedts, M., ... van den Bergh, H. (2009). The role of readers in writing development: writing students bringing their texts to the test. In R. Beard, D. Myhill, J. Riley, & M. Nystrand (Eds.), The Sage handbook of writing development (pp. 436-452). London: Sage. [details]
    • Schuitema, J., Veugelers, W., Rijlaarsdam, G., & ten Dam, G. (2009). Two instructional designs for dialogic citizenship education: an effect study. British Journal of Educational Psychology, 79(3), 439-461. https://doi.org/10.1348/978185408X393852 [details]
    • van Weijen, D., van den Bergh, H., Rijlaarsdam, G., & Sanders, T. (2009). L1 use during L2 writing: an empirical study of a complex phenomenon. Journal of Second Language Writing, 18(4), 235-250. https://doi.org/10.1016/j.jslw.2009.06.003 [details]
    • van den Bergh, H., Rijlaarsdam, G., Janssen, T., Braaksma, M., van Weijen, D., & Tillema, M. (2009). Process execution of writing and reading: considering text quality, learner and task characteristics. In M. C. Shelley, L. D. Yore, & B. Hand (Eds.), Quality research in literacy and science education: international perspectives and gold standards (pp. 399-427). Dordrecht: Springer. https://doi.org/10.1007/978-1-4020-8427-0_20 [details]

    2008

    • Frijters, S., ten Dam, G., & Rijlaarsdam, G. (2008). Effects of dialogic learning on value-loaded critical thinking. Learning and Instruction, 18(1), 66-82. https://doi.org/10.1016/j.learninstruc.2006.11.001 [details]
    • Groenendijk, T., Janssen, T., Rijlaarsdam, G., & van den Bergh, H. (2008). How do secondary school students write poetry? How creative writing processes relate to final products. L1 Educational Studies in Language and Literature, 8(3), 57-80. [details]
    • Kieft, M., & Rijlaarsdam, G. (2008). Effecten van het aanpassen van instructie aan de schrijfstrategieën op literaire interpretatievaardigheid en op schrijfvaardigheid: een empirische studie. Tijdschrift voor Taalbeheersing, 30(1), 29-43. [details]
    • Kieft, M., Rijlaarsdam, G., & van den Bergh, H. (2008). An aptitude-treatment interaction approach to writing-to-learn. Learning and Instruction, 18(4), 379-390. https://doi.org/10.1016/j.learninstruc.2007.07.004 [details]
    • Rijlaarsdam, G., Braaksma, M., Couzijn, M., Janssen, T., Raedts, M., van Steendam, E., ... van den Bergh, H. (2008). Observation of peers in learning to write: practice and research. Journal of Writing Research, 1(1), 53-83. https://doi.org/10.17239/jowr-2008.01.01.3 [details]
    • van Weijen, D., van den Bergh, H., Rijlaarsdam, G., & Sanders, T. (2008). Differences in process and process-product relations in L2 writing. ITL : International Journal of Applied Linguistics, 156, 203-226. https://doi.org/10.2143/ITL.156.0.2034433 [details]

    2007

    • Beach, R., Bigelow, M., Dillon, D., Galda, L., Helman, L., Kalnin, J., ... Janssen, T. (2007). Annotated bibliography of research in the teaching of English. Research in the Teaching of English, 42(2), 188-227. [details]
    • Braaksma, M., Rijlaarsdam, G., & Janssen, T. (2007). Writing hypertexts: proposed effects on writing processes and knowledge acquisition. L1 Educational Studies in Language and Literature, 7(4), 93-122. [details]
    • Kieft, M. H., Rijlaarsdam, G. C. W., Galbraith, D., & van den Bergh, H. (2007). The effects of adapting a writing course to students writing strategies. British Journal of Educational Psychology, 77, 565-578. https://doi.org/10.1348/096317906X120231 [details]
    • Schuitema, J. A., Veugelers, W. M. M. H., Rijlaarsdam, G. C. W., & ten Dam, G. T. M. (2007). Twee ontwerpen voor waardevormend geschiedenisonderwijs: een effectstudie. Pedagogische Studiën, 84(2), 100-116. [details]

    2006

    • Beach, R., Bigelow, M., Dillon, D., Galda, L., Helman, L., Shalhope Kalnin, J., ... Janssen, T. M. (2006). Annotated bibliography of research in the teaching of English. Research in the Teaching of English, 41(2), 208-241. [details]
    • Braaksma, M. A. H., Rijlaarsdam, G., van den Bergh, H., & van Hout-Wolters, B. H. A. M. (2006). What observational learning in writing courses entails: a multiple case study. L1 Educational Studies in Language and Literature, 6(1), 31-62. [details]
    • Janssen, T. M., Braaksma, M. A. H., & Rijlaarsdam, G. C. W. (2006). Literary reading activities of good and weak students: A think aloud study. European Journal of Psychology of Education, 21(1), 35-53. https://doi.org/10.1007/BF03173568 [details]
    • Kieft, M. H., Rijlaarsdam, G. C. W., & van den Bergh, H. (2006). Writing as a learning tool: testing the role of students' writing strategies. European Journal of Psychology of Education, 12(1), 17-34. [details]
    • Raedts, M., Rijlaarsdam, G. C. W., van Waes, L., & Daems, F. (2006). Observational learning through videobased models: impact on students' accuracy of self-efficacy beliefs, task knowledge and writing performances. In G. (Series Ed.) Rijlaarsdam, P. Boscolo, & S. (Vol Eds.) Hidi (Eds.), Studies in Writing: Vol 19. Computer Key-stroke logging and writing (pp. 219-238). Oxford: Elsevier. [details]
    • Rijlaarsdam, G. C. W., & van den Bergh, H. (2006). Writing process theory: A functional dynamic approach. In C. A. Macarthuur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (pp. 41-53). New York/London: The Guilford Press. [details]
    • Rijlaarsdam, G. C. W., Couzijn, M. J., Janssen, T. M., Braaksma, M. A. H., & Kieft, M. H. (2006). Writing experiment manuals in science education: The impact of writing, genre, and audience. International Journal of Science Education, 28(2-3), 203-233. https://doi.org/10.1080/09500690500336932 [details]
    • van den Bergh, H., & Rijlaarsdam, G. C. W. (2006). The dynamics of idea generation during writing: An online study. In G. (Series Ed.) Rijlaarsdam, M. Torrance, L. van Waes, & D. (Vol Eds.) Galbraith (Eds.), Studies in Writing: Vol 20. Writing and Interest (pp. 125-150). Oxford: Elsevier. [details]

    2005

    • Beach, R., Bigelow, M., DeLapp, P., Dillon, D., Galda, L., Helman, L., ... Janssen, T. M. (2005). Annotated bibliography of research in the teaching of English. Research in the Teaching of English, 40(2), 207-237. [details]
    • Rijlaarsdam, G. C. W., Braaksma, M. A. H., Couzijn, M. J., Janssen, T. M., Kieft, M. H., & van den Bergh, H. (2005). Psychology and the teaching of writing in 8000 and some words. British Journal of Educational Psychology Monograph Series II: Psychological Aspects of Education - Current Trends, 3, 127-153. [details]
    • de Ridder, I., Rijlaarsdam, G. C. W., & van Waes, L. (2005). Schreiben zum Lernen. Analyse des Leseverhaltens als Basis für das Textdesign. In D. Perrin, & H. Kessler (Eds.), Schreiben fürs Netz. Aspekte der Zielfindung, Planung, Steuerung und Kontrolle (pp. 186-202). Wiesbaden: VS Verlag für Socialwissenschaften. [details]

    2004

    • Beach, R., DeLapp, P., Galda, L., Helman, L., Lensmire, T., O'Brien, D., ... Janssen, T. M. (2004). Annotated bibliography of research in the teaching of English. Research in the Teaching of English, 39(2), 186-209. [details]
    • Bonset, H., & Rijlaarsdam, G. C. W. (2004). Mother Tongue Education (L1) in the learning to learn paradigm: creative redevelopment of learning materials. L1 Educational Studies in Language and Literature, 4(1), 35-62. [details]
    • Braaksma, M. A. H., Rijlaarsdam, G. C. W., van den Bergh, H., & van Hout-Wolters, B. H. A. M. (2004). Observational learning and its effects on the orchestration of writing processes. Cognition and Instruction, 22(1), 1-36. https://doi.org/10.1207/s1532690Xci2201_1 [details]
    • Broekkamp, H., van Hout-Wolters, B. H. A. M., & Rijlaarsdam, G. C. W. (2004). Students' expectations about the processing demands of teacher-made tests. Studies in Educational Evaluation, 30(4), 281-303. [details]
    • Broekkamp, H., van Hout-Wolters, B. H. A. M., Rijlaarsdam, G. C. W., & van den Bergh, H. (2004). Teachers' task demands, students' test. British Journal of Educational Psychology, 74, 205-220. https://doi.org/10.1348/000709904773839842 [details]
    • Couzijn, M. J., & Rijlaarsdam, G. C. W. (2004). Learning to read and write argumentative text by observation of peer learners. In G. Rijlaarsdam, H. van den Bergh, & M. Couzijn (Eds.), Studies in Writing: Vol. 14. Effective Learning and Teaching of Writing. A Handbook of Writing in Education (second edition) (pp. 241-258). Boston: Kluwer Academic Publishers. [details]
    • Rijlaarsdam, G. C. W., & van den Bergh, H. (2004). Effective learning and teaching of writing: Student involvement in the teaching of writing. In G. Rijlaarsdam, H. van den Bergh, & M. Couzijn (Eds.), Studies in Writing: Vol. 14. Effective Learning and Teaching of Writing. A Handbook of Writing in Education (second edition) (pp. 1-16). Boston: Kluwer Academic Publishers. [details]
    • Rijlaarsdam, G. C. W., Couzijn, M. J., & van den Bergh, H. (2004). The study of revision as a writing process and a learning-to-write process. In G. Rijlaarsdam, L. Allal, L. Chanquoy, & P. Largy (Eds.), Studies in Writing: Vol. 13. Revision: Cognitive and Instructional Processes (pp. 189-207). Kluwer Academic Publishers. [details]

    2003

    • Brown, D., Beavis, C., Kalman, J., Gomez, E., Rijlaarsdam, G. C. W., D' Antonio Stinson, A., & Whiting, M. E. (2003). Annotated Bibliography of Research in the Teaching of English. Research in the Teaching of English, 37(4), 527-536. [details]
    • Galbraith, D., & Rijlaarsdam, G. C. W. (2003). Estrategias efectivas en la enseñanza y aprendizaje de la escritura. In J. Ramos Garzía (Ed.), Enseñar a escribir sin prisas¿pero con sentido (pp. 119-129). (Colección Colaboración Pedagógica; No. 12). Sevilla: 1a Edicíon Morón. [details]
    • Rijlaarsdam, G. C. W. (2003). Foreword. In A. Bloor (Ed.), A Multidisciplinary Study of Fiction Writing (pp. xiii-xiv). New York: the Edwin Melen Press. [details]
    • Rijlaarsdam, G. C. W., Couzijn, M. J., & van den Bergh, H. (2003). The study of revision as a writing process and as a learning-to-write process. Two Prospective Research Agendas. In L. Allal, L. Chanquoy, & P. Largy (Eds.), Revision. Cognitive and Instructional Processes. Series: Studies in Writing, Vol. 13 (pp. 189-207). Dordrecht: Kluwer Academic Publishers. [details]

    2002

    • Braaksma, M. A. H., Rijlaarsdam, G. C. W., & van den Bergh, H. (2002). Observational learning and the effects of model-observer similarity. Journal of Educational Psychology, 94, 405-415. https://doi.org/10.1037//0022-0663.94.2.405 [details]
    • Braaksma, M. A. H., Rijlaarsdam, G. C. W., Couzijn, M. J., & van den Bergh, H. (2002). Learning to compose hypertext and lineair text: transfer or interference? In R. Bromme, & E. Stahl (Eds.), Writing hypertext and learning: conceptual and empirical approaches (pp. 15-38). London: Elsevier Science. [details]
    • Braaksma, M. A. H., Rijlaarsdam, G. C. W., Couzijn, M. J., & van den Bergh, H. (2002). Learning to compose hypertext: transfer or interference? In R. Bromme, & E. Stahl (Eds.), Writing hypertext and learning: conceptual and empirical approaches (pp. 15-37). London: Pergamon. [details]
    • Broekkamp, H., van Hout-Wolters, B. H. A. M., Rijlaarsdam, G. C. W., & van den Bergh, H. (2002). Importance in instructional text: teachers' and students' perceptions of task demands. Journal of Educational Psychology, 94, 260-271. https://doi.org/10.1037//0022-0663.94.2.260 [details]
    • Broekkamp, H., van den Bergh, H., van Hout-Wolters, B. H. A. M., & Rijlaarsdam, G. C. W. (2002). Will that be on the test? Perceived task demands and test performance in a classroom context. European Journal of Psychology of Education, 17, 75-92. https://doi.org/10.1007/BF03173206 [details]
    • Kuhlemeier, H., van den Bergh, H., & Rijlaarsdam, G. C. W. (2002). The dimensionality of speaking and writing: a multilevel factor analysis of situational, task and school effects. British Journal of Educational Psychology, 72, 467-482. https://doi.org/10.1348/00070990260377479 [details]
    • Tholey, M., & Rijlaarsdam, G. C. W. (2002). A heuristic model for the evaluation of textbooks. Stockholm library of curriculum studies vol. 9. In S. Selander, & M. Tholey (Eds.), New educational media and textbooks Stockholm: Stockholm Institute of Education Press. [details]

    2001

    • Braaksma, M. A. H., van den Bergh, H., Rijlaarsdam, G. C. W., & Couzijn, M. J. (2001). Effective learning activities in observation tasks when learning to write and read argumentative texts. European Journal of Psychology of Education, 1, 33-48. [details]
    • Rijlaarsdam, G. C. W., van Dort - Slijper, M. K., & Couzijn, M. J. (2001). The power of plural. The acquisition of written morphology in adjectives: Some empirical findings concerning interference of plural nouns on adjectives. In G. (series ed) Rijlaarsdam, & L. (vol. ed) Tolchinsky (Eds.), Studies in Writing: Vol. 8: Developmental aspects in learning to write. (pp. 109-132). Dordrecht: Kluwer. [details]
    • van den Bergh, H., & Rijlaarsdam, G. C. W. (2001). Changes in cognitive activities during the writing process, and relations with text quality. Educational Psychology, 21 (4), 373-385. [details]

    2000

    • Brown, D., Kalman, J., Gomez, M., Martino, W., Rijlaarsdam, G. C. W., D' Antonio Stinson, A., & Whiting, M. E. (2000). Annotated Bibliography of Research in the Teaching of English. Research in the Teaching of English. Research in the Teaching of English, 35(920), 261-272. [details]
    • Rijlaarsdam, G. C. W. (2000). Voor herhaling vatbaar. Tijdschrift voor Onderwijsresearch, 25(1/2), 103-110. [details]
    • Rijlaarsdam, G. C. W., & Couzijn, M. J. (2000). Stimulating awareness of learning in the writing curriculum. In A. Camps, & M. Milian (Eds.), Metalinguistic Activity in Learning to Write. Series: Studies in Writing, Vol. 5. (pp. 167-202). Amsterdam: Amsterdam University Press. [details]
    • Rijlaarsdam, G. C. W., & Couzijn, M. J. (2000). Stimulating awareness of learning in the writing curriculum. In A. Camps, & M. Milian (Eds.), Metalinguistic activity in learning to write (pp. 169-204). (Studies in Writing; No. 6). Amsterdam: Amsterdam University Press. [details]
    • Rijlaarsdam, G. C. W., & Couzijn, M. J. (2000). Writing and learning-to-write: A double challenge. In R. Simons, J. van der Linden, & T. Duffy (Eds.), New learning. Dordrecht: Kluwer. [details]
    • Rijlaarsdam, G. C. W., van Dort - Slijper, M. K., & Couzijn, M. J. (2000). The Power of Plural. The Acquisition of Written Morphology of Adjectives in a Non-flexical Language: Some Empirical Findings concerning Interference of Plural Nouns. In L. Tolchinsky, & C. Pontecorvo (Eds.), Developmental Aspects in Writing. Nijmegen: Kluwer Academic Publishers. [details]

    1999

    • Brown, D., Martino, W., Rijlaarsdam, G. C. W., D'Antonio Stinson, A., & Whiting, M. E. (1999). Annotated Bibliography of Research in Teaching in the Teaching of English. Research in the Teaching of English, 34 (2), 321-332. [details]
    • Brown, D., Martino, W., Rijlaarsdam, G. C. W., D'Antonio Stinson, A., & Whiting, M. E. (1999). Annotated Bibliography of Research in the teaching of English. Research in the Teaching of English, 33, 461-473. [details]
    • Galbraith, D., & Rijlaarsdam, G. C. W. (1999). Effective strategies for the teaching and learning of writing. Learning and Instruction, 2, 93-108. [details]
    • Tholey, M., & Rijlaarsdam, G. C. W. (1999). The ideal textbook, there is no such a thing. Hett Stoff, 3 (4), 14-17. [details]
    • van den Bergh, H., & Rijlaarsdam, G. C. W. (1999). Generating in Documented Writing. In E. (Serie Ed) Esperet, G. (Serie Ed.) Rijlaarsdam, M. (Vol Ed) Torrance, & D. (Vol Ed) Galbraith (Eds.), Studies in Writing; knowing what to write: Cognitive perspectives on conceptual processes in text production (Vol.3) (pp. 99-120). Amsterdam: Amsterdam University Press. [details]

    1998

    • Braaksma, M. A. H., & Rijlaarsdam, G. C. W. (1998). Argumentatieve teksten leren schrijven en lezen door observeren: welke instructiekenmerken leiden tot procesgeorienteerde observaties? Toegepaste Taalwetenschap in Artikelen, 59, 99-108. [details]
    • van Dort - Slijper, M. K., Rijlaarsdam, G. C. W., & Ditzel, M. (1998). De verwerving van morfologische regels in schrift (II): over de schriftelijke beheersing van het morfeem -en in stoffelijke bijvoeglijke naamwoorden. Toegepaste Taalwetenschap in Artikelen, 60 (3), 87-101. [details]
    • van Dort - Slijper, M. K., Rijlaarsdam, G. C. W., & Weel, I. (1998). De verwerving van morfologische regels in schrift: over de schriftelijke verwerving van het meervoudsmorfeem -en in zelfstandige naamwoorden en werkwoorden. Toegepaste Taalwetenschap in Artikelen, 59 (2), 67-87. [details]

    1997

    • Rijlaarsdam, G. C. W., & Sanders, T. (1997). Lees- en schrijfprocessen en lees- en schrijfvaardigheid. In D. Janssen, & H. van den Bergh (Eds.), Taalgebruik ontrafeld (pp. 223-228). Dordrecht: Foris Publications. [details]
    • Rijlaarsdam, G. C. W., & van den Bergh, H. (1997). Cognitieve activiteiten tijdens het schrijfproces en relaties met tekstkwaliteit: plannen en formuleren. In D. Janssen, & H. van den Bergh (Eds.), Taalgebruik ontrafeld. (pp. 275-284). Dordrecht: Foris Publications. [details]

    1996

    • Couzijn, M. J., & Rijlaarsdam, G. C. W. (1996). Learning to read and write argumentative text by observation. In G. Rijlaarsdam, H. van den Bergh, & M. Couzijn (Eds.), Effective teaching and learning of writing. Current trends in research. (pp. 253-273). Amsterdam: Amsterdam University Press. [details]
    • Couzijn, M. J., & Rijlaarsdam, G. C. W. (1996). Learning to write argumentative text by observation. In H. van den Bergh, & G. Rijlaarsdam (Eds.), Effective teaching and learning of writing. Current trends in research. (pp. 253-273). Amsterdam: Amsterdam University Press. [details]
    • Couzijn, M. J., & Rijlaarsdam, G. C. W. (1996). Learning to write by reader observation and written feed-back. In G. Rijlaarsdam, H. van den Bergh, & M. Couzijn (Eds.), Effective teaching and learning of writing. Current trends in research. (pp. 224-253). Amsterdam: Amsterdam University Press. [details]
    • Janssen, T. M., & Rijlaarsdam, G. C. W. (1996). Approaches to the teaching of literature: a national survey of literary education in Dutch secondary schools. In M. S. MacNealy, & R. J. Kreuz (Eds.), Series Advances in Discourse Processes: Vol 52 Empirical approaches to literature and Aesthetics. (pp. 513-536). Norwood: Ablex Publishing Corporation. [details]
    • Janssen, T. M., & Rijlaarsdam, G. C. W. (1996). Students as self-assesors: Learning experiences of literature teaching in Secondary schools. In E. Marum (Ed.), Children and Books in the modern world: Contemrary Perspectives on Literacy (pp. 98-115). London/Washington D.C.: The Falmer Press. [details]
    • Rijlaarsdam, G. C. W., & Janssen, T. M. (1996). How do we evaluate the literature curriculum? About a social frame of reference. In E. Marum (Ed.), Children and books in the modern world: contemporary perspectives on literacy. (pp. 75-98). London/Washington D.C.: The Falmer Press. [details]
    • Rijlaarsdam, G. C. W., & van den Bergh, H. (1996). An agenda for Research into an interactive Compensatory Model of Writing. Many Questions, Some Answers. In C. M. Levy, & S. Ransdell (Eds.), The Science of Writing. (pp. 107-126). New York (N.J.): Lawrence Erlbaum Ass.. [details]
    • Rijlaarsdam, G. C. W., & van den Bergh, H. (1996). The dynamics of composing Modeling Writing Process Data. In The Science of Writing. (pp. 207-232). New York: Lawrence Erlbaum Ass.. [details]
    • Rijlaarsdam, G. C. W., Breetvelt, I. S., & van den Bergh, H. (1996). An application of multilevel analysis on writing process data. In Rereading and generating and their relation to text quality (pp. 10-21). Amsterdam: Amsterdam University Press. [details]

    1995

    • Rijlaarsdam, G. C. W. (1995). Towards strategic language learning. Amsterdam: Amsterdam University Press. [details]
    • Rijlaarsdam, G. C. W. (1995). Effective Activities for learning and teaching writing. Invited Syposium Special Interest Group Writing. Abstracts 6th European conference for Research on Learning and Instruction, 343-340. [details]
    • Rijlaarsdam, G. C. W. (1995). Lees- en schrijfstrategieen leren door doen of leren door kijken. Vonk, 25(1), 42-53. [details]
    • Rijlaarsdam, G. C. W. (1995). Leren en onderwijzen van strategieën in het talenonderwijs: een onderzoek naar leergangen Nederlands en moderne vreemde talen. Tijdschrift voor Onderwijsresearch, 20(3), 197-199. [details]
    • Rijlaarsdam, G. C. W. (1995). Writing in L1 and L2 Seminar of Earli Conference. Abstracts 6th European conference for Research on Learning and Instruction, 21-21. [details]
    • Rijlaarsdam, G. C. W. (1995). Writing in L1 and L2 Seminar of Earli conference. In F. de Jong, C. Aarnoutse, H. Lodewijks, R. J. Simons, & D. van der Aalsvoort (Eds.), Abstracts 6th European conference for Research on Learning and Instruction (pp. 21-21). Tilburg: MesoConsult. [details]
    • Rijlaarsdam, G., Oostdam, R., & Bimmel, P. (1995). Strategische competentie in het talenonderwijs. Tijdschrift voor Onderwijsresearch, 20(3), 215-228. [details]

    2019

    2011

    • Braaksma, M. A. H., Rijlaarsdam, G. C. W., & van den Bergh, H. (2011). Effects of observational learning in argumentative writing. In S. Lindlom-Ylanne, & R. Wegerif (Eds.), Book of abstracts and extended summaries, EARLI conference, August 30-September 3, Exeter, England (pp. 1083-1084). Exeter: University of Exeter.
    • Braaksma, M. A. H., Rijlaarsdam, G. C. W., & van den Bergh, H. (2011). Hypertext writing and observational learning: Effects on writing skills. In Abstracts of the Writing Research Across Borders II Conference Washington DC, USA: George Mason University.
    • Braaksma, M. A. H., Rijlaarsdam, G. C. W., & van den Bergh, H. (2011). Hypertext writing: Effects on writing processes and writing products. In Abstract boek Passie voor leren Onderwijs Research Dagen 2011 (pp. 54-55). Maastricht.
    • Braaksma, M., & Rijlaarsdam, G. (2011). Inquiry learning, hypertext writing and observational learning as supplementary teaching. In I. Pieper (Ed.), IAIMTE 8th Bi-Annual Conference: Fostering Literacies: teaching and learning in heterogeneous environments: Hildesheim, 15-17 June 2011 (pp. 37). Hildesheim: University of Hildesheim.
    • Groenendijk, T., Janssen, T. M., Rijlaarsdam, G. C. W., & van den Bergh, H. (2011). The effect of observational learning on artistic production. In S. Lindlom-Ylanne, & R. Wegerif (Eds.), Book of abstracts and extended summaries, EARLI conference, August 30 - September 3, Exeter, England (pp. 1358-1359). Exeter: University of Exeter.
    • Nguyen, N. T., Admiraal, W. F., & Rijlaarsdam, G. C. W. (2011). Improving L2 writing quality - A series of two intervention studies. In S. Lindlom-Ylanne, & R. Wegerif (Eds.), Book of abstracts and extended summaries, EARLI conference, August 30 - September 3, Exeter, England (pp. 248-249). Exeter: University of Exeter.
    • Rijlaarsdam, G. C. W., Braaksma, M. A. H., Groenendijk, T., & Janssen, T. M. (2011). Observation as key process in writing process research and as key process in learning to write studies. Invited key note. In Text: Strukturen und Verarbeitung,33. Jahrestagung der Deutsche Gesellschaft furSprachwissenschaft (DGfS) (pp. 14). Göttingen: Georg-August-Universität.
    • Rijlaarsdam, G., Braaksma, M., & Couzijn, M. (2011). Schrijfonderwijs dat voorbereidt op de universitaire studie: Lessen uit onderzoek. In S. Vanhooren, & A. Mottart (Eds.), Vijfentwintigste conferentie Het Schoolvak Nederlands: de Haagse Hogeschool, 25 & 26 november 2011 (pp. XXXIX-XL). Gent: Academia Press. [details]

    2010

    • Braaksma, M. A. H., Rijlaarsdam, G. C. W., & van den Bergh, H. (2010). Hypertext writing versus linear writing: Effects on pause locations and production activities and its relation with text quality. In J. Grabowski (Ed.), SIG Writing Program and abstracts. 12th International Conference of the EARLI Special Interest Group on Writing (pp. 114). Heidelberg.
    • Groenendijk, T., Janssen, T. M., van den Bergh, H., & Rijlaarsdam, G. C. W. (2010). The effect of peer observation in arts education: An experimental study on learning ot write poetry and making a collage by observing peers at work. In J. Grabowski (Ed.), SIG Writing Program and abstracts. 12th International Conference of the EARLI Special Interest Group on Writing (pp. 198). Heidelberg.
    • Rijlaarsdam, G. C. W., van Weijen, D., Tillema, M., Braaksma, M. A. H., & van den Bergh, H. (2010). L1-L2 Writing processes, text quality and learner characteristics: empirical studies. Keynote adddress. In Symposium on Second Language Writing 2010. Crossing disciplinary boundaries. Conference programme (pp. 30). Murcia (E): University of Murcia.
    • Tillema, M., van den Bergh, H., Rijlaarsdam, G. C. W., & Sanders, T. (2010). The effect of vocabulary knowledge on formulating activitities during the execution of L1 writing tasks. In J. Grabowski (Ed.), SIG Writing Program and abstracts. 12th International Conference of the EARLI Special Interest Group on Writing (pp. 29). Heidelberg.

    2009

    • Berden-Antonenko, T. A., Rijlaarsdam, G. C. W., & Sercu, L. (2009). The effects of hands-on and minds-on dialogic learning in teaching intercultural communication. In G. Rijlaarsdam (Ed.), Fostering Communities of Learners. Digital Book of Abstracts (http://www.earli2009.org/bookofabstracts/start.html#) Amsterdam (NL): Graduate School for Teaching and Learning, UvA.
    • Braaksma, M., Rijlaarsdam, G., & van den Bergh, H. (2009). Hypertext writing: effects on writing processes and writing products. In G. Rijlaarsdam (Ed.), Fostering Communities of Learners: digital book of abstracts Amsterdam (NL): Graduate School for Teaching and Learning, UvA. [details]
    • Couzijn, M. J., Kieft, M. H., Rijlaarsdam, G. C. W., & van den Bergh, H. (2009). Inquiry learning in the language and literature classroom. Learning to write about research in secondary education. In G. Rijlaarsdam (Ed.), Fostering Communities of Learners. Digital Book of Abstracts (http://www.earli2009.org/bookofabstracts/start.html#) Amsterdam (NL): Graduate School for Teaching and Learning, UvA.
    • Groenendijk, T., Janssen, T., & Rijlaarsdam, G. (2009). Observational learning in cultural and arts education: supporting students’ processes in two artistic domains: poetry and visual arts. In G. Rijlaarsdam (Ed.), Fostering communities of learners: digital book of abstracts Amsterdam (NL): Graduate School for Teaching and Learning, UvA. [details]
    • Rijlaarsdam, G., van den Bergh, H., van Weijen, D., Janssen, T., Braaksma, M., & Tillema, M. (2009). Cognitive processes during writing processes and their relation with text quality. In G. Rijlaarsdam (Ed.), Fostering communities of learners: digital book of abstracts Amsterdam: Graduate School for Teaching and Learning, UvA. [details]
    • Schuitema, J. A., Rijlaarsdam, G. C. W., Veugelers, W. M. M. H., & ten Dam, G. T. M. (2009). Discussing moral values in history class: A dialogic approach to citizenship education. In G. Rijlaarsdam (Ed.), Fostering Communities of Learners. Digital Book of Abstracts Amsterdam (NL): Graduate School for Teaching and Learning.
    • Toorenaar, J. M., & Rijlaarsdam, G. C. W. (2009). Fostering a community of learners in pre-vocational Dutch secondary education for language learning in the L1 classroom. In G. Rijlaarsdam (Ed.), Fostering Communities of Learners. Digital Book of Abstracts (http://www.earli2009.org/bookofabstracts/start.html#) Amsterdam (NL): Graduate School for Teaching and Learning, UvA.
    • Verheyden, L., van den Branden, K., Rijlaarsdam, G. C. W., van den Bergh, H., & De Maeyer, S. (2009). Teacher beliefs meet learner variables in written narratives of young second language learners. In G. Rijlaarsdam (Ed.), Fostering Communities of Learners. Digital Book of Abstracts (http://www.earli2009.org/bookofabstracts/start.html#) Amsterdam (NL): Graduate School for Teaching and Learning, UvA.
    • Verheyden, L., van den Branden, K., Rijlaarsdam, G. C. W., van den Bergh, H., Tillema, M., & De Maeyer, S. (2009). Do Turkish girls outperform Flemish boys? What do their teachers expect? What do their texts tell? In G. Rijlaarsdam (Ed.), Fostering Communities of Learners. Digital Book of Abstracts (http://www.earli2009.org/bookofabstracts/start.html#) Amsterdam (NL): Graduate School for Teaching and Learning, UvA.
    • Witte, T., Rijlaarsdam, G. C. W., & Schram, D. (2009). Teachers’ developmental model of reading and interpretation. In G. Rijlaarsdam (Ed.), Fostering Communities of Learners. Digital Book of Abstracts (http://www.earli2009.org/bookofabstracts/start.html#) Amsterdam (NL): Graduate School for Teaching and Learning, UvA.
    • van Steendam, E., Rijlaarsdam, G. C. W., van den Bergh, H., & De Maeyer, S. (2009). The effects of performance level and homogeneity in dyad composition in two learning conditions on learning to revise in L2. In G. Rijlaarsdam (Ed.), Fostering Communities of Learners. Digital Book of Abstracts Amsterdam (NL): Graduate School for Teaching and Learning, UvA.

    2008

    • Braaksma, M., & Rijlaarsdam, G. (2008). Learning and writing processes during inquiry lerning and hypertext and linear writing. In A. Wegelin, & D. Alamargot (Eds.), SIG Writing 2008: program & abstracts (pp. 170). Lund: Lund University. [details]
    • Groenendijk, T., Janssen, T., & Rijlaarsdam, G. (2008). Creative processes in motion: students’ different approaches to creating a computer animation. In Conferentie onderzoek in cultuureducatie 2008: overzicht van de gepresenteerde papers [details]
    • Meijerink, H. P., Letschert, J. F. M., van Asselt, R., van den Bergh, H. H., van de Craats, J., van de Haterd, L. A. G. J., ... Veringa, F. H. J. (2008). Over de drempels met taal en rekenen: hoofdrapport van de expertgroep Doorlopende Leerlijnen Taal en Rekenen. Enschede: Expertgroep doorlopende leerlijnen. [details]
    • Tillema-Kortman, M., van den Bergh, H., Rijlaarsdam, G., & Sanders, T. (2008). Intentional adaptation as a key feature of skilled writing. In A. Wegelin, & D. Alamargot (Eds.), SIG Writing 2008: program & abstracts (pp. 2-2). Lund: Lund University. [details]
    • Toorenaar, A., & Rijlaarsdam, G. (2008). Fostering a writing community. In A. Wegelin, & D. Alamargot (Eds.), SIG Writing 2008: program & abstracts (pp. 15-15). Lund: Lund University. [details]
    • Verheijden, L., Rijlaarsdam, G. C. W., & VandenBranden, K. (2008). Teacher cognitions and L2-writing classroom practices in primary schools in Flanders. In A. Wegelin, & D. Alamargot (Eds.), SIG Writing 2008: program & abstracts (pp. 87). Lund: Lund University. [details]
    • van Beek, F., van den Bergh, H., Leenders, E., Rijlaarsdam, G., Bonset, H., Oosterloo, A., ... Witte, T. (2008). Over de drempels met taal: de niveaus voor de taalvaardigheid: onderdeel van de eindrapportage van de Expertgroep Doorlopende Leerlijnen Taal en Rekenen. Enschede: Expertgroep doorlopende leerlijnen. [details]
    • van Steendam, E., Rijlaarsdam, G., & Sercu, L. (2008). Modeling: an effective instructional strategy in collaborative revisions and its transfer effect to writing. In A. Wegelin, & D. Alamargot (Eds.), SIG Writing 2008: program & abstracts (pp. 16-16). Lund: Lund University. [details]
    • van Weijen, D. (Guest ed.), van Steendam, E. (Guest ed.), & Rijlaarsdam, G. (Guest ed.) (2008). Special Issue on Learning and Teaching L2 Writing. ITL : International Journal of Applied Linguistics, 156. [details]
    • van Weijen, D., van Steendam, E., & Rijlaarsdam, G. (2008). Editorial: Special issue on learning and teaching L2 writing. ITL-Review of Applied Linguistics, 156, 1-12. https://doi.org/10.2143/ITL.156.0.2034416 [details]
    • van Weijen, D., van den Bergh, H., Rijlaarsdam, G., & Sanders, T. (2008). Comparing the relationship between cognitive activities and text quality in L1 and L2 writing. In A. Wegelin, & D. Alamargot (Eds.), SIG Writing 2008: program & abstracts (pp. 72). Lund: Lund University. [details]

    2007

    • Braaksma, M. A. H., & Rijlaarsdam, G. C. W. (2007). Hypertekst schrijven en ontdekkend leren als aanvullende didactiek. In A. van Gelderen (Ed.), Eenentwintigste conferentie Het Schoolvak Nederlands. Utrecht, 16 en 17 november 2007 (pp. 123-125). Gent (B): Academia Press. [details]
    • Braaksma, M. A. H., Rijlaarsdam, G. C. W., & Janssen, T. M. (2007). Writing hypertexts versus linear texts: Learning and transfer effects. In D. Myhill (Ed.), Book of Abstracts. Sixth Conference of the International Association for the Improvement of Mother tongue Education: Crossing Cultural Boundaries. (pp. 17). Exeter: University of Exeter, UK. [details]
    • Braaksma, M. A. H., Rijlaarsdam, G. C. W., & Janssen, T. M. (2007). Writing hypertexts: Learning and transfer effects. In B. Csapó, & C. Csíkos (Eds.), Developing potentials for learning. Abstracts. 12th Biennial conference for research on learning and instruction, Budapest, Hungary, August 28-September 1, 2007 (pp. 621). Budapest (H): Szeged: Juhász Nyomda Szolgáltató Kft.. [details]
    • Groenendijk, T., Janssen, T. M., Rijlaarsdam, G. C. W., & van den Bergh, H. (2007). Creative writing: the relation between students' processes and final products. In B. Csapó, & C. Csíkos (Eds), Developing potentials for learning. In B. Csapó, & C. Csíkos (Eds.), Developing potentials for learning. Abstracts. 12th Biennial conference for research on learning and instruction, Budapest, Hungary, August 28-September 1, 2007 (pp. 135). Budapest (H): Szeged: Juhász Nyomda Szolgáltató Kft.. [details]
    • Janssen, T. M., & Rijlaarsdam, G. C. W. (2007). Describing the Dutch literature curriculum: A theoretical and empirical approach. In W. Martyniuk (Ed.), Towards a Common Framework of Reference for Languages of School Education? Proceedings of a Conference (pp. 205-226). Kraków (PL): Universitas. [details]
    • Janssen, T. M., Groenendijk, T., & Rijlaarsdam, G. C. W. (2007). Poems and processes: High school students' creative processes in poetry writing. In D. Myhill (Ed.), Book of Abstracts. Sixth Conference of the International Association for the Improvement of Mother tongue Education: Crossing Cultural Boundaries. Exeter: University of Exeter, UK. [details]
    • Kieft, M. H., & Rijlaarsdam, G. C. W. (2007). Increasing the effects of writing-to-learn: Adapting a writing course to students' writing strategies. In D. Myhill (Ed.), Book of Abstracts. Sixth Conference of the International Association for the Improvement of Mother tongue Education: Crossing Cultural Boundaries. (pp. 31). Exeter: University of Exeter, UK. [details]
    • Kieft, M. H., Rijlaarsdam, G. C. W., & van den Bergh, H. (2007). Inquiry and learning to write expository texts. In B. Csapó, & C. Csíkos (Eds.), Developing potentials for learning. Abstracts. 12th Biennial conference for research on learning and instruction, Budapest, Hungary, August 28-September 1, 2007 (pp. 117). Budapest (H): Szeged: Juhász Nyomda Szolgáltató Kft.. [details]
    • van Steendam, E., Rijlaarsdam, G. C. W., & Sercu, L. (2007). Improving text coherence: effects of collaborative revisions conditions on writing quality. In B. Csapó, & C. Csíkos (Eds.), Developing potentials for learning. Abstracts. 12th Biennial conference for research on learning and instruction, Budapest, Hungary, August 28-September 1, 2007 (pp. 146). Budapest (H): Szeged: Juhász Nyomda Szolgáltató Kft.. [details]
    • van Steendam, E., Rijlaarsdam, G. C. W., & Sercu, L. (2007). Observational learning and its effects on individual and dyadic revision quality. In B. Csapó, & C. Csíkos (Eds.), Developing potentials for learning. Abstracts. 12th Biennial conference for research on learning and instruction, Budapest, Hungary, August 28-September 1, 2007 (pp. 282). Budapest (H): Szeged: Juhász Nyomda Szolgáltató Kft.. [details]

    2006

    • Braaksma, M. A. H., & Rijlaarsdam, G. C. W. (2006). Hypertekst schrijven: Effecten op schrijfvaardigheid en domeinkennis. In J. Beishuizen, & A. et (Eds.), Samen kennis ontwikkelen. Proceedings 33e Onderwijs Research Dagen 2006 (pp. 129-130). Amsterdam: Onderwijscentrum VU. [details]
    • Braaksma, M. A. H., & Rijlaarsdam, G. C. W. (2006). Writing hypertexts versus linear texts: Learning and transfer effects. In L. Allal, D. Galbraith, & A. et (Eds.), Program of the 10th International Conference of the EARLI Special Interest Group on Writing (pp. 117) [details]
    • Braaksma, M. A. H., Rijlaarsdam, G. C. W., Janssen, T. M., Broekema, G., & Janson, G. (2006). Hypertekst schrijven als aanvullende didactiek. In A. Mottart, & S. Vanhooren (Eds.), Twintigste conferentie Het Schoolvak Nederlands, Gent, 17 en 18 november 2006 (pp. 202-205). Gent (B): Academia Press. [details]
    • Frijters, S. J. M., ten Dam, G. T. M., & Rijlaarsdam, G. C. W. (2006). Effects of dialogic learning on value-loaded critical thinking. Learning & Instruction. [details]
    • Janssen, T. M., & Rijlaarsdam, G. C. W. (2006). Describing the Dutch literature curriculum; A theoretical and empirical approach. In W. Martyniuk (Ed.), Abstractbook International Conference Towards a Common European Framework of Reference for Languages of School Education? (pp. 65-66). Kraków (PL). [details]
    • Kieft, M. H., & Rijlaarsdam, G. C. W. (2006). Daag ze uit. Een pleidooi om het onderwijs Nederlands in het vwo aantrekkelijker en zwaarder te maken. In A. Mottart, & S. Vanhooren (Eds.), Twintigste conferentie Het Schoolvak Nederlands, Gent, 17 en 18 november 2006 (pp. 202-204). Gent (B): Academia Press. [details]
    • Kieft, M. H., & Rijlaarsdam, G. C. W. (2006). Increasing the effects of writing-to-learn. Adapting a writing course to students’ writing strategies. In L. Allal, D. Galbraith, & A. et (Eds.), Program of the 10th International Conference of the EARLI Special Interest Group on Writing (pp. 90). Antwerpen: University of Antwerp. [details]
    • Kieft, M. H., & Rijlaarsdam, G. C. W. (2006). Schrijfinstructie aanpassen aan leerlingen: effecten op schrijven en leren. Vonk, 35(5), 3-14. [details]
    • Tillema-Kortman, M., van den Bergh, H., & Rijlaarsdam, G. C. W. (2006). The influence of vocabulary knowledge on task execution during L2 writing. In L. Allal, D. Galbraith, & A. et (Eds.), Program of the 10th International Conference of the EARLI Special Interest Group on Writing (pp. 95). Antwerpen: University of Antwerp. [details]
    • Wilkinson, R., Rijlaarsdam, G. C. W., & van Essen, A. (2006). Student citations: reflection of increasing expertise. In L. Allal, D. Galbraith, & A. et (Eds.), Program of the 10th International Conference of the EARLI Special Interest Group on Writing (pp. 92). Antwerpen: University of Antwerp. [details]
    • van Steendam, E., Rijlaarsdam, G. C. W., & Sercu, L. (2006). Improving text coherence through peer revision. Do ESL-students revise more and better when being trained with peer revision? In L. Allal, D. Galbraith, & A. et (Eds.), Program of the 10th International Conference of the EARLI Special Interest Group on Writing (pp. 85). Antwerpen: University of Antwerp. [details]
    • van Weijen, D., van den Bergh, H., Rijlaarsdam, G. C. W., & Sanders, T. (2006). Hierarchical analysis of think aloud protocols. In L. Allal, D. Galbraith, & A. et (Eds.), Program of the 10th International Conference of the EARLI Special Interest Group on Writing (pp. 110). Antwerpen: University of Antwerp. [details]
    • van den Bergh, H., van Weijen, D., & Rijlaarsdam, G. C. W. (2006). Writing processes and text quality. In Discourse, cognition & communication. 25 Jaar Utrechtse taalbeheersing (pp. 29-30) [details]

    2005

    • Boersma, A. M. E., Toorenaar, J. M., Krol, K., ten Dam, G. T. M., Rijlaarsdam, G. C. W., Volman, M. L. L., ... Sleegers, P. J. C. (2005). The school as a community of learners for students and teachers: a conceptual framework. In C. P. Constantinou, D. Demetriou, A. Evagorou, M. Evagorou, A. Kofteros, M. Michael, C. Nicolaou, D. Papademetriou, ... N. Papadouris (Eds.), Integrating multiple perspectives on effective learning environments. Abstracts 11th European Conference for Research on Learning and Instruction (pp. 637). Nicosia (CY): University of Cyprus. [details]
    • Braaksma, M. A. H., & Rijlaarsdam, G. C. W. (2005). Effective learning environments: Students as participants and observers while defining text quality criteria. In C. P. Constantinou, D. Demetriou, A. Evagorou, M. Evagorou, A. Kofteros, M. Michael, C. Nicolaou, D. Papademetriou, ... N. Papadouris (Eds.), Integrating multiple perspectives on effective learning environments. Abstracts 11th European Conference for Research on Learning and Instruction (pp. 643-644). Nicosia (CY): University of Cyprus. [details]
    • Braaksma, M. A. H., & Rijlaarsdam, G. C. W. (2005). The Yummy Yummy case: A model to stimulate participation in learning to write activities. In Learning and teaching mother tongues: The role of literature for children and young adults at home and at school. Abstracts for the 5th Conference of the International Association for the Improvement of Mother Tongue Education (pp. 25-26). Albi (FR). [details]
    • Braaksma, M. A. H., & Rijlaarsdam, G. C. W. (2005). Writing hypertexts: Learning and transfer effects. In Learning and teaching mother tongues: The role of literature for children and young adults at home and at school. Abstracts for the 5th Conference of the International Association for the Improvement of Mother Tongue Education (pp. 24-25). Albi (FR). [details]
    • Braaksma, M. A. H., Janssen, T. M., & Rijlaarsdam, G. C. W. (2005). Differences in adaptivity between good and weak literature readers. In C. P. Constantinou, D. Demetriou, A. Evagorou, M. Evagorou, A. Kofteros, M. Michael, C. Nicolaou, D. Papademetriou, ... N. Papadouris (Eds.), Integrating multiple perspectives on effective learning environments. Abstracts 11th European Conference for Research on Learning and Instruction (pp. 1144-1145). Nicosia (CY): University of Cyprus. [details]
    • Janssen, T. M., Braaksma, M. A. H., & Rijlaarsdam, G. C. W. (2005). `The Three Friends' by Jeanette Winterson, A study of students' processes of literary understanding. Da Investigação as práticas. Estudos de Natureza Educacional, 6(2), 55-74. [details]
    • Kieft, M. H., & Rijlaarsdam, G. C. W. (2005). Learning-to-write argumentative texts about literature. In Learning and teaching mother tongues: The role of literature for children and young adults at home and at school. Abstracts for the 5th Conference of the International Association for the Improvement of Mother Tongue Education (pp. 48-49). Albi (FR). [details]
    • Kneppers, H. C., Elshout-Mohr, M., van Hout-Wolters, B. H. A. M., & Rijlaarsdam, G. C. W. (2005). Enhancing adaptivity in learning economics. Conceptual learning in relation to near and far transfer in school economics. In C. P. Constantinou, D. Demetriou, A. Evagorou, M. Evagorou, A. Kofteros, M. Michael, C. Nicolaou, D. Papademetriou, ... N. Papadouris (Eds.), Integrating multiple perspectives on effective learning environments. Abstracts 11th European Conference for Research on Learning and Instruction (pp. 1146). Nicosia (CY): University of Cyprus. [details]
    • Quoc Lap, T., & Rijlaarsdam, G. C. W. (2005). Learning to learn by using the target language autonomously. In C. P. Constantinou, D. Demetriou, A. Evagorou, M. Evagorou, A. Kofteros, M. Michael, C. Nicolaou, D. Papademetriou, ... N. Papadouris (Eds.), Integrating multiple perspectives on effective learning environments. Abstracts 11th European Conference for Research on Learning and Instruction (pp. 812-813). Nicosia (CY): University of Cyprus. [details]
    • Rijlaarsdam, G. C. W. (2005). Onderzoek op een rij: De kracht van observerend leren in onderzoek aangetoond. In HSN 19. Negentiende conferentie Het Schoolvak Nederlands. Rotterdam, 18 -19 november 2005, Programma (pp. 34) [details]
    • Toorenaar, J. M., & Rijlaarsdam, G. C. W. (2005). Innovating Mother-Tongue Education in pre-vacational education: Fostering a community of learners. In C. P. Constantinou, D. Demetriou, A. Evagorou, M. Evagorou, A. Kofteros, M. Michael, C. Nicolaou, D. Papademetriou, ... N. Papadouris (Eds.), Integrating multiple perspectives on effective learning environments. Abstracts 11th European Conference for Research on Learning and Instruction (pp. 17-18). Nicosia (CY): University of Cyprus. [details]
    • Toorenaar, J. M., & Rijlaarsdam, G. C. W. (2005). Redesigning mother-tongue education in pre-vocational education by fostering a community of learners. In C. P. Constantinou, D. Demetriou, A. Evagorou, M. Evagorou, A. Kofteros, M. Michael, C. Nicolaou, D. Papademetriou, ... N. Papadouris (Eds.), Integrating multiple perspectives on effective learning environments. Abstracts 11th European Conference for Research on Learning and Instruction (pp. 17-18). Nicosia (CY): University of Cyprus. [details]
    • Toorenaar, J. M., & Rijlaarsdam, G. C. W. (2005). The classroom as community of learners for students for mother tongue education in pre-vocational education. In Learning and teaching mother tongues: The role of literature for children and young adults at home and at school. Abstracts for the 5th Conference of the International Association for the Improvement of Mother Tongue Education (pp. 66). Albi (FR). [details]
    • van Weijen, D., van den Bergh, H., Rijlaarsdam, G. C. W., & Sanders, T. (2005). Adaptivity: Transferring writing processes between tasks (in L1) and between languages (from L1 to FL English). In C. P. Constantinou, D. Demetriou, A. Evagorou, M. Evagorou, A. Kofteros, M. Michael, C. Nicolaou, D. Papademetriou, ... N. Papadouris (Eds.), Integrating multiple perspectives on effective learning environments. Abstracts 11th European Conference for Research on Learning and Instruction (pp. 1145-1146). Nicosia (CY): University of Cyprus. [details]
    • van den Bergh, H., Rijlaarsdam, G. C. W., & Broekkamp, H. (2005). Adaptivity: Interpreting task approaches in weak and strong learners in various domains of learning. In C. P. Constantinou, D. Demetriou, A. Evagorou, M. Evagorou, A. Kofteros, M. Michael, C. Nicolaou, D. Papademetriou, ... N. Papadouris (Eds.), Integrating multiple perspectives on effective learning environments. Abstracts 11th European Conference for Research on Learning and Instruction (pp. 1143-1146). Nicosia (CY): University of Cyprus. [details]
    • van den Bergh, H., Rijlaarsdam, G. C. W., Janssen, T. M., Braaksma, M. A. H., van Weijen, D., & Tillema, M. (2005). Analyzing task processes, relating process to learner and task characteristics and to output quality. Statistical modeling, demonstrated for writing processes and reading literary texts in 60 minute. In Proceedings: Gold Standard(s) of Quality Research in Science Literacy Conference, Dunmuir Lodge - CD ROM Victoria (CA): University of Victoria (British Columbia). [details]

    2004

    • Kieft, M. H., & Rijlaarsdam, G. C. W. (2004). Learning to write argumentative texts about literature. In Abstracts of the 7th National Writing Across the Curriculum Conference (pp. 44). St. Louis, Missouri. [details]
    • Kieft, M. H., & Rijlaarsdam, G. C. W. (2004). Writing styles and writing tasks. In L. Allal, & B. Schneuwly (Eds.), Abstracts Writing 2004. 9th International Conference of the EARLI Special Interest Group of Writing (pp. 78). Geneva: University of Geneva, Switzerland. [details]
    • Raedts, M., Daems, F., van Waes, L., & Rijlaarsdam, G. C. W. (2004). De invloed van zelfeffectiviteitsverwachtingen op de schrijfprestaties van eerstejaarsstudenten. In T. Wubbels, & G. Kanselaar (Eds.), ORD 2004: Onderwijsonderzoek in Nederland en Vlaanderen Utrecht (NL): Universiteit Utrecht. [details]
    • Raedts, M., Dames, F., van Waes, K., & Rijlaarsdam, G. C. W. (2004). Match or mismatch? Students' self-efficacy beliefs and their scores on a difficult writing task. In L. Allal, & B. Schneuwly (Eds.), Abstracts Writing 2004. 9th International Conference of the EARLI Special Interest Group of Writing (pp. 66). Geneva: University of Geneva, Switzerland. [details]
    • Raedts, M., Dames, F., van Waes, K., & Rijlaarsdam, G. C. W. (2004). Patterns of citation behavior in published psychology articles. In L. Allal, & B. Schneuwly (Eds.), Abstracts Writing 2004. 9th International Conference of the EARLI Special Interest Group of Writing (pp. 36). Geneva: University of Geneva, Switzerland. [details]
    • Rijlaarsdam, G. C. W. (2004). Students as researchers: Defining text quality criteria. In L. Allal, & B. Schneuwly (Eds.), Abstracts Writing 2004. 9th International Conference of the EARLI Special Interest Group of Writing (pp. 129). Geneva: University of Geneva, Switzerland.
    • Rijlaarsdam, G. C. W., & Braaksma, M. A. H. (2004). Students as researchers: Defining text quality criteria. In L. Allal, & B. Schneuwly (Eds.), Abstracts Writing 2004. 9th International Conference of the EARLI Special Interest Group of Writing (pp. 129). Geneva: University of Geneva, Switzerland. [details]
    • Rijlaarsdam, G. C. W., & van den Bergh, H. (2004). Idea Generation during writing in a dynamic, compensatory process: An online study. In L. Allal, & B. Schneuwly (Eds.), Abstracts Writing 2004. 9th International Conference of the EARLI Special Interest Group of Writing (pp. 13). Geneva: University of Geneva, Switzerland. [details]
    • Rijlaarsdam, G. C. W., & van den Bergh, H. (2004). The development and validation of the speaking apprehension measure. In J. Meijer, & R. Oostdam (Eds.), 25th Stress and Anxiety Research society Conference. Book of Abstracts (pp. 102). Amsterdam: SCO-Kohnstamm Instituut. [details]
    • Rijlaarsdam, G. C. W., Braaksma, M. A. H., & Prakke, J. (2004). De Smikkelcasus. Een praktijkcoorbeeld hoe leerlingen teksten leren schrijven zonder al te veel instructie (12-jarigen). In HSN 18: Het Schoolvak Nederlands, Antwerpen (pp. 40-41). Antwerpen. [details]
    • Rijlaarsdam, G. C. W., Braaksma, M. A. H., Couzijn, M. J., Janssen, T. M., Kieft, M. H., Broekkamp, H., & van den Bergh, H. (2004). Psychology and The teaching of writing in 60 minutes. In Seminar British Journal of Educational Psychology. `Pedagogy: Teaching for Learning¿. Leeds, University of Leeds, 9th-10th September 2004 Leeds (GB). [details]
    • Rijlaarsdam, G. C. W., van den Bergh, H., Couzijn, M. J., Braaksma, M. A. H., Kieft, M. H., & Janssen, T. M. (2004). Issues in the Teaching of Writing: creating purpose, audience, & communities of learners. In Reconceptualizing Writing 5-16: Cross phase and cross disciplinary perspectives Londen (GB): London Institute of Education. [details]
    • Rijlaarsdam, G., van den Bergh, H., & Couzijn, M. (2004). Effective learning and teaching of writing: a handbook of writing in education. - 2nd ed. (Studies in Writing; No. 14). New York: Kluwer Academic Publishers. [details]
    • Rymenans, R., De Maeyer, S., Van Petegem, P., van den Bergh, H., & Rijlaarsdam, G. C. W. (2004). Schooleffectiviteit in het Vlaams technisch- en beroepsonderwijs. Een multivariate multilevelanalyse. In T. Wubbels, & G. Kanselaar (Eds.), ORD 2004: Onderwijsonderzoek in Nederland en Vlaanderen Utrecht (NL): Universiteit Utrecht. [details]
    • Tillema, M., van Weijen, D., Rijlaarsdam, G. C. W., & van den Bergh, H. (2004). Writing Processes in L1 and L2. In L. Allal, & B. Schneuwly (Eds.), Abstracts Writing 2004. 9th International Conference of the EARLI Special Interest Group of Writing (pp. 74). Geneva: University of Geneva, Switzerland. [details]
    • Wilkinson, R., Rijlaarsdam, G. C. W., & van Essen, A. (2004). Patterns of citation behavior in published psychology articles. In L. Allal, & B. Schneuwly (Eds.), Abstracts Writing 2004. 9th International Conference of the EARLI Special Interest Group of Writing Geneva: University of Geneva, Switzerland. [details]

    2003

    • Braaksma, M. A. H., & Rijlaarsdam, G. C. W. (2003). Students as managers and researchers: Argumentative writing in the 7th grade of secondary school. In Abstracts of the Fourth International IAIMTE Conference: The role of literature in mother tongue education (pp. 5) [details]
    • Braaksma, M. A. H., Janssen, T. M., & Rijlaarsdam, G. C. W. (2003). "The interview" by Primo L. A study of students' processes of interpretation, related to the quality of their post reading responses. In Abstracts of the Fourth International IAIMTE Conference: The role of literature in mother tongue education (pp. 5-6) [details]
    • Broekkamp, H., van Hout-Wolters, B. H. A. M., van den Bergh, H., & Rijlaarsdam, G. C. W. (2003). Taakeisen en proefwerkverwachtingen: theorie en onderzoek over het voorbereiden door leerlingen op proefwerken. In W. Jochems, J. Timmermans, M. Haemers, & E. al (Eds.), Grenzeloos leren: Proceedings van de 30e Onderwijs Research Dagen 2003 (pp. 332-333). Heerlen: Open Universiteit Nederland. [details]
    • Broekkamp, H., van den Bergh, H., van Hout - Wolters, B. H. A. M., & Rijlaarsdam, G. C. W. (2003). Task demands and test expectations: Theory and empirical research on students' self-regulated studying in preparation for teacher-made tests. In L. Mason, S. Andreuzza, B. Arfè, & L. Del Favero (Eds.), Abstracts of the 10th Biennial Meeting of the European Association for Research on Learning and Instruction (pp. 356). Padova: Cooperativa Libraria Editrice Università di Padova. [details]
    • Galbraith, D., & Rijlaarsdam, G. C. W. (2003). Psychological analysis of the processes of using language for learning. In L. Mason, S. Andreuzza, B. Arfè, & L. Del Favero (Eds.), Abstracts of the 10th Biennial Meeting of the European Association for Research on Learning and Instruction (pp. 440). Padova: Cooperativa Libraria Editrice Università di Padova. [details]
    • Janssen, T. M., & Rijlaarsdam, G. C. W. (2003). Factors that influence literary reading and interpretation processes. In L. Mason, S. Andreuzza, B. Arfè, & L. Del Favero (Eds.), Abstracts of the 10th Biennial Meeting of the European Association for Research on Learning and Instruction (pp. 200). Padova: Cooperativa Libraria Editrice Università di Padova. [details]
    • Janssen, T. M., & Rijlaarsdam, G. C. W. (2003). How education may improve literary reading and interpretation. In L. Mason, S. Andreuzza, B. Arfè, & L. Del Favero (Eds.), Abstracts of the 10th Biennial Meeting of the European Association for Research on Learning and Instruction (pp. 299). Padova: Cooperativa Libraria Editrice Università di Padova. [details]
    • Kieft, M. H., & Rijlaarsdam, G. C. W. (2003). Learning to write argumentative texts about literature. In Abstracts of the Fourth International IAIMTE Conference: The role of literature in mother tongue education [details]
    • Kieft, M. H., & Rijlaarsdam, G. C. W. (2003). Learning to write argumentative texts about literature. In L. Mason, S. Andreuzza, B. Arfè, & L. Del Favero (Eds.), Abstracts of the 10th Biennial Meeting of the European Association for Research on Learning and Instruction (pp. 300). Padova: Cooperativa Libraria Editrice Università di Padova. [details]
    • Kieft, M. H., & Rijlaarsdam, G. C. W. (2003). Recensies leren schrijven: schrijven en leren tegelijk. In W. Jochems, J. Timmermans, M. Haemers, & A. et (Eds.), Grenzeloos leren: Proceedings van de 30e Onderwijs Research Dagen 2003 (pp. 83-84). Heerlen: Open Universiteit Nederland. [details]
    • Rijlaarsdam, G. C. W. (2003). Keynote: Studying processes in writing and reading literary fiction: outcomes for researchers & learners. In L. Mason, S. Andreuzza, B. Arfè, & L. Del Favero (Eds.), Abstracts of the 10th Biennial Meeting of the European Association for Research on Learning and Instruction (pp. 188). Padova: Cooperativa Libraria Editrice Università di Padova. [details]
    • Rijlaarsdam, G. C. W., & Braaksma, M. A. H. (2003). Argumentatief schrijven in de brugklas. In Zeventiende conferentie Het Schoolvak Nederlands. Utrecht, 14-15 november. Abstract book (pp. 50) [details]
    • Rijlaarsdam, G. C. W., & Janssen, T. M. (2003). Processes in reading and interpreting literary texts. In L. Mason, S. Andreuzza, B. Arfè, & L. Del Favero (Eds.), Abstracts of the 10th Biennial Meeting of the European Association for Research on Learning and Instruction (pp. 451). Padova: Cooperativa Libraria Editrice Università di Padova. [details]
    • Rijlaarsdam, G. C. W., & Witte, T. (2003). A heuristic model for evaluating L1 textbooks. In Abstracts of the Fourth International IAIMTE Conference: The role of literature in mother tongue education [details]

    2002

    • Braaksma, M. A. H., Rijlaarsdam, G. C. W., van den Bergh, H., & van Hout-Wolters, B. H. A. M. (2002). Effecten van observerend leren op schrijfprocessen. In F. Daems, R. Rymenans, & G. Rogiest (Eds.), Onderwijsonderzoek in Nederland en Vlaanderen. Proceedings 29e ORD 2002. (pp. 104-106). Wilrijk: Universiteit van Antwerpen. [details]
    • Braaksma, M. A. H., Rijlaarsdam, G. C. W., van den Bergh, H., & van Hout-Wolters, B. H. A. M. (2002). Effecten van observerend leren op schrijfprocessen. In L. van Waes (Ed.), VioT 2002. Programma & Abstracts (pp. 142). Antwerpen: UFSIA. [details]
    • Braaksma, M. A. H., Rijlaarsdam, G. C. W., van den Bergh, H., & van Hout-Wolters, B. H. A. M. (2002). Observational learning and its effects on the orchestration of writing processes. In D. Galbraith, & E. al (Eds.), Abstracts EARLI SIG Writing 02 (pp. 25). Stafford: Staffordshire University. [details]
    • Broekkamp, H., van Hout-Wolters, B. H. A. M., van den Bergh, H., & Rijlaarsdam, G. C. W. (2002). Worden onderwerpen die leraren en leerlingen belangrijk vinden, gevraagd op het proefwerk? In F. Daems, R. Rymenans, & G. Rogiest (Eds.), Onderwijsonderzoek in Nederland en Vlaanderen. Proceedings 29e ORD 2002 (pp. 43-45). Wilrijk: Universiteit van Antwerpen. [details]
    • Couzijn, M. J., van den Bergh, H., & Rijlaarsdam, G. C. W. (2002). Writing processes and text quality: effects of L1/L2. In D. Galbraith, & E. al (Eds.), Abstracts Writing 02 (pp. 143). Stafford: Staffordshire University. [details]
    • Kieft, M. H., & Rijlaarsdam, G. C. W. (2002). Writing about literature in modern textbooks: an analyses. In D. Galbraith, & E. al (Eds.), Abstracts Writing 02 (pp. 78). Stafford: Staffordshire University. [details]
    • Rijlaarsdam, G. C. W. (2002). Vakdidactiek: een wetenschappelijk discipline? Bijdrage Rondertafel over Inhoud en rol van vakdidactiek als wetenschappelijke discipline. In F. Daems, R. Rymenans, & G. Rogiest (Eds.), Onderwijsonderzoek in Nederland en Vlaanderen. Proceedings 29e ORD 2002. (pp. 551-552). Wilrijk: Universiteit van Antwerpen. [details]
    • Rijlaarsdam, G. C. W. (2002). What makes teaching writing effective in secondary education? In D. Galbraith, & E. al (Eds.), Abstracts Writing 02 (pp. 24). Stafford: Staffordshire University. [details]
    • de Ridder, I., Rijlaarsdam, G. C. W., & van Waes, L. (2002). Readers and writers: how the analysis of reading behaviour provides a sound basis for writers of hypertext. In D. Galbraith, & E. al (Eds.), Abstracts Writing 02 (pp. 51). Stafford: Staffordshire University. [details]

    2001

    • Braaksma, M. A. H., Rijlaarsdam, G. C. W., & van den Bergh, H. (2001). Differentiële effecten van observerend leren in het schrijfonderwijs: ieder zijn model. In E. van Eck, D. Griffioen, H. van Hout, & T. Peetsma (Eds.), Onderwijsonderzoek in Nederland en Vlaanderen. Proceedings ORD 2001. (pp. 32-34). Amsterdam: SCO-Kohnstamm Instituut. [details]
    • Braaksma, M. A. H., Rijlaarsdam, G. C. W., & van den Bergh, H. (2001). Learning to write. Similarity effects of observational learning in writing argumentative texts. In F. Oser, & U. Baetz (Eds.), 9th European Conference for Research on Learning and Instruction. Biennal Meeting 28th August-1st September 2001, Fribourg, Switzerland. Abstracts. (pp. 13). Aachen: Mainz Verlag. [details]
    • Broekkamp, H., van den Bergh, H., van Hout-Wolters, B. H. A. M., & Rijlaarsdam, G. C. W. (2001). Strategisch leren van een studietekst: halen taakbewuste leerlingen een hoog cijfer? In E. van Eck, D. Griffioen, H. van Hout, & T. Peetsma (Eds.), Onderwijsonderzoek in Nederland en Vlaanderen. Proceedings ORD 2001. (pp. 68-70). Amsterdam: SCO-Kohnstamm Instituut. [details]
    • Broekkamp, H., van den Bergh, H., van Hout-Wolters, B. H. A. M., & Rijlaarsdam, G. C. W. (2001). Will that be on the test? Test expectations, task demands and test performance in a classroom context. In F. Oser, & U. Baetz (Eds.), 9th European Conference for Research on Learning and Instruction. Biennal Meeting 28th August-1st September 2001, Fribourg, Switzerland. Abstracts. (pp. 172-173). Aachen: Mainz Verlag. [details]
    • Rijlaarsdam, G. C. W., & Kooy, M. (2001). Editorial. L1 Educational Studies in Language and Literature, 1(1), 1-8. [details]
    • Rijlaarsdam, G. C. W., & Kooy, M. (2001). Editorial. L1 Educational Studies in Language and Literature, 1(3), 191-193. [details]
    • van den Bergh, H., & Rijlaarsdam, G. C. W. (2001). Inferences from text revisions to writing processes. In F. Oser, & U. Baetz (Eds.), 9th European Conference for Research on Learning and Instruction. Biennal Meeting 28th August-1st September 2001, Fribourg, Switzerland. Abstracts. (pp. 94). Aachen: Mainz Verlag. [details]
    • van den Bergh, H., Braaksma, M. A. H., & Rijlaarsdam, G. C. W. (2001). Similarity effects of observational learning in writing argumentative texts. In G. Rijlaarsdam (Ed.), Abstract book. Third Conference of the International Association for the Improvement of Mother Tongue Education. On the learning and teaching of language and literature, July 10th-13th, 2001. (pp. 167). Amsterdam: Graduate School of Teaching and Learning. [details]

    2000

    • Braaksma, M. A. H., Rijlaarsdam, G. C. W., & van den Bergh, H. (2000). Argumentatieve teksten leren schrijven en lezen door observeren: Effectieve leeractiviteiten in observatietaken. In J. H. Driel, B. H. J. Smit, N. Verloop, & M. P. Voorkamp (Eds.), Onderwijsonderzoek in Nederland en Vlaanderen 2000. Proceedings van de Onderwijs Research Dagen 2000 te Leiden. (pp. 95-96). Enschede/Amsterdam: Print partners Ipskamp. [details]
    • Braaksma, M. A. H., Rijlaarsdam, G. C. W., & van den Bergh, H. (2000). Argumentatieve teksten leren schrijven en lezen door observeren: focus op goede modellen of zwakke modellen. In J. H. V. Driel, B. H. J. Smit, N. Verloop, & M. P. Voorkamp (Eds.), Onderwijsonderzoek in Nederland en Vlaanderen 2000. Proceedings van de Onderwijs Research Dagen 2000 te Leiden. (pp. 97-99). Enschede/Amsterdam: Print partners Ipskamp. [details]
    • Braaksma, M. A. H., Rijlaarsdam, G. C. W., & van den Bergh, H. (2000). Learning and transfer effects of 'learning-by-observation' in writing argumentative texts. In B. De Benardi, & G. Rossi (Eds.), Writing Conference 2000. Programme and Abstracts. Verona, 6-9 September 2000. (pp. 154-155) [details]
    • Braaksma, M. A. H., Rijlaarsdam, G. C. W., van den Bergh, H., & Couzijn, M. J. (2000). Learning to write and read argumentative texts by observation: path analysis of effective learning activities in observation tasks. In B. De Benardi, & G. Rossi (Eds.), Writing Conference 2000. Programme and Abstracts. Verona, 6-9 September 2000. (pp. 221-222) [details]
    • Couzijn, M. J., van den Bergh, H., & Rijlaarsdam, G. C. W. (2000). Writing processes and text quality: effects of L1/L2. In International Meeting of the EARLI SIG 'Writing'. Verona, Sept. 7, 2000. [details]
    • Rijlaarsdam, G. C. W., & Espéret, E. (2000). Studies in Language & Literature. International Perspectives on Mother Tongue Education: Vol. 2, Language Awareness. A History and Implementations. (Vol.2). Amsterdam: Amsterdam University Press. [details]
    • Rijlaarsdam, G. C. W., Braaksma, M. A. H., & van den Bergh, H. (2000). Writing Processes and Text Quality. Does knowledge about writing Processes represent actual writing process behaviour? In B. De Benardi, & G. Rossi (Eds.), Writing Conference 2000. Programme and Abstracts. Verona, 6-9 September 2000. (pp. 147-147) [details]

    1999

    • Afflerbach, P., Rijlaarsdam, G. C. W., & Breedveld, E. (1999). De verwerving van morfologische regels in schrift (III): de verbuiging van bijvoeglijke naamwoorden, afgeleid van werkwoorden. Toegepaste Taalwetenschap in Artikelen, 61 (1), 97-110. [details]
    • Braaksma, M. A. H., & Rijlaarsdam, G. C. W. (1999). Argumentative teksten schrijven door uitvoeren en observeren: hoe gaat dat eigenlijk? In H. de Jonghe, & R. Rymenans (Eds.), Het Schoolvak Nederlands; verslag van de twaalfde conferentie. (pp. 59-67). Landegem: Beschutte Werkplaats Nevelland. [details]
    • Braaksma, M. A. H., & Rijlaarsdam, G. C. W. (1999). Learning to Write by Observing Processes; A study on Thinking Activities in Observation Tasks. In G. Rijlaarsdam (Ed.), The Learning and teaching of Language and Literature; 2nd IAIMTE Conference, 14-16 July 1999. (pp. 22-23) [details]
    • Braaksma, M. A. H., & Rijlaarsdam, G. C. W. (1999). Learning-by-task-Observation; Focus on Good Models or focus on Weak Models. In 8th European Conference for Research on Learning and Instruction, Biennial Meeting August 24-28 1999 Göteborg, Sweden, Abstracts. (pp. 137-139) [details]
    • Braaksma, M. A. H., & Rijlaarsdam, G. C. W. (1999). New learning; observation as strong learning device; about the why, how and what. In 8th European Conference for Research on Learning and Instruction; Biennial Meeting, August 24-28, 1999, Abstracts. (pp. 139-139) [details]
    • Broekkamp, H., van Hout-Wolters, B. H. A. M., & Rijlaarsdam, G. C. W. (1999). Task demands of teachers and student's test expectations. In 8th European conference for Research on Learning and Instruction. (pp. 142-142). Goteborg: Goteborg University. [details]
    • Couzijn, M. J., & Rijlaarsdam, G. C. W. (1999). About the Capacity to Learn to Write. In G. Rijlaarsdam (Ed.), The Learning and Teaching of Language and Literature; 2nd IAIMTE Conference, 14-16 july 1999. (pp. 28-29). Amsterdam. [details]
    • Mulder, H., Rijlaarsdam, G. C. W., Tholey, M., & Witte, T. (1999). A heuristic model for evaluating textbooks, in the International Association for Research on Textbooks and Educational Media. In Fifth International IAIMTE Conference Utrecht, sept. 20-22 1999, Abstracts. (pp. 17-17) [details]
    • Rijlaarsdam, G. C. W. (1999). Second international conference of the International Association for the Improvement of the Mother Tongue Education. Amsterdam: Graduate School of Teaching and Learning, UvA. [details]
    • Rijlaarsdam, G. C. W. (1999). Studies in Language & Literature; International Perspectives on Mother Tongue Education: Vol.1 Fiction, Literature and Media. Amsterdam: Amsterdam University Press. [details]
    • Rijlaarsdam, G. C. W., Braaksma, M. A. H., & Couzijn, M. J. (1999). Composing hypertext: learning to compose and decompose text. In 8th European conference for research on Learning and Instruction, biennial meeting august 24-28, 1999, Göteborg, Abstracts. (pp. 418-418) [details]
    • Rijlaarsdam, G. C. W., Braaksma, M. A. H., Couzijn, M. J., & van den Bergh, H. (1999). Leren en schrijven van hypertekst: het einde van gewoon 'lineair' tekstschrijven? In VIOT 99. Het einde van de Taalbeheersing?, 20-23 dec.1999, programmaboek. (pp. 27-27) [details]
    • Witte, T., Janssen, T. M., & Rijlaarsdam, G. C. W. (1999). The development of a school subject. The teaching of literature in the Netherlands reflected in textbooks. In G. Rijlaarsdam (Ed.), The learning and Teaching of Language and Literature. 2nd IAIMTE Conference. [details]
    • Witte, T., Janssen, T., & Rijlaarsdam, G. C. W. (1999). The development of a subject; the teaching of literature in the Netherlands reflected in textbooks. In G. Rijlaarsdam (Ed.), The learning and teaching of language and Literature; 2nd IAIMTE Conference July 14-16 1999. (pp. 88-91) [details]
    • van den Bergh, H., Braaksma, M. A. H., & Rijlaarsdam, G. C. W. (1999). Learning to write and read argumentative text by task observation: effective learning activities in observation tasks. In 8th European Conference for Research on learning and instruction, Biennial Meeting, August 24-28 1999. (pp. 535-535). Göteborg (Sweden). [details]

    1998

    • Braaksma, M. A. H., & Rijlaarsdam, G. C. W. (1998). Argumentatieve teksten leren schrijven en lezen door observeren: welke instructiekenmerken leiden tot procesgeorienteerde elaboraties? In E. A. Pieters (Ed.), Onderwijsonderzoek in Nederland en Vlaanderen 1998. Proceedings van de Onderwijs Research Dagen 1998 te Enschede (pp. 63-63). Enschede: Twente University Press. [details]
    • Braaksma, M. A. H., & Rijlaarsdam, G. C. W. (1998). Learning to write and read argumentative texts by observation and by doing: profiling the differences in thinking activities. In E. Esperet (Ed.), 1998 European Writing Conference: writing and learning to write at the dawn of the 21st century (pp. 139-139). Poitiers: LaCo-CNRS. [details]
    • Braaksma, M. A. H., & Rijlaarsdam, G. C. W. (1998). Leren schrijven door observeren: hoe gaat dat eigenlijk? In M. van Bavel, & R. Rymenans (Eds.), Twaalfde Conferentie Het Schoolvak Nederlands Antwerpen 13 en 14 november 1998 (pp. 15-15) [details]
    • Janssen, T. M., & Rijlaarsdam, G. C. W. (1998). Four orientations on literature teaching: do they result in Differences in teaching and learning and learning outcomes in secondary school? In Global conversations on language and literature: third international conference National Council of Teachers of English, august 5-7 1998, Bordeaux, France (pp. 65-66) [details]
    • Rijlaarsdam, G. C. W., & Braaksma, M. A. H. (1998). Knowledge and approach-of-tasks in research on effective teaching of writing. In E. Espéret (Ed.), 1998 European Writing Conference. Writing and Learning to Write at the dawn of the 21st Century. (pp. 91-91). Poitiers: LaCo-CNRS. [details]
    • Rijlaarsdam, G. C. W., van Dort - Slijper, M. K., & Breedveld, E. (1998). About the acquisition of the morphology of adjectives, derived from: an empirical study on influential factors. In E. Esperet (Ed.), Conference Writing and Learning to Write at the dawn of the 21st Century: Special interest group writing of EARLI, Poitiers 2-4 July 1998, abstracts (pp. 65) [details]

    1997

    • Braaksma, M. A. H., & Rijlaarsdam, G. C. W. (1997). Argumentation on argumentation. In E. Matsagouras, S. Vosniadou, K. Maidaki-Kassotaki, & S. Kotsanis (Eds.), Abstracts of the 7th European Conference for Research on Learning and Instruction (pp. 493-493). Athene: Gutenberg University Publications. [details]
    • Braaksma, M. A. H., & Rijlaarsdam, G. C. W. (1997). Effective observation strategies of students to learn to write and read argumentative structures. In E. Matsagouras, S. Vosniadou, K. Maidaki-Kassotaki, & S. Kotsanis (Eds.), Abstracts of the 7th European Conference for Research on Learning and Instruction (pp. 493-493). Athene: Gutenberg University Publications. [details]
    • Braaksma, M. A. H., & Rijlaarsdam, G. C. W. (1997). Effective observation strategies of students to learn to write and read argumentative structures. In E. Matsagouras, S. Vosniadou, K. Maidaki-Kassotaki, & S. Kotsanis (Eds.), Abstracts of the 7th European Conference for research on Learning and Instruction (pp. 95-95). Athene: Gutenberg University Publications. [details]
    • Couzijn, M. J., Rijlaarsdam, G. C. W., & Braaksma, M. A. H. (1997). Effective learning to write by observation. In G. C. W. Rijlaarsdam (Ed.), Abstracts on the IAIMTE Conference on the teaching and learning of language and literature (pp. 31-31). Amsterdam. [details]
    • Galbraith, D., van den Bergh, H., & Rijlaarsdam, G. C. W. (1997). Cognitive problem solving theory and the study of writing processes. In S. Vosniadou (Ed.), Abstracts 7th European Conference for Research in Learning and Instruction. (pp. 23-24). Athene (Gr). [details]
    • Kuhlemeier, H., van den Bergh, H., & Rijlaarsdam, G. C. W. (1997). Speaking and writing apprehension: dimensionality, reliability and gender differences. In S. Vosniadou (Ed.), Abstracts 7th European Conference for Research in Learning and Instruction. (pp. 192-193). Athene (Gr). [details]
    • Piontek, R., Couzijn, M. J., & Rijlaarsdam, G. C. W. (1997). Implementing learning to learn: reconstructing text books. In G. C. W. Rijlaarsdam (Ed.), Abstract book IAIMTE Conference on the teaching and learning of books. (pp. 61-61). Amsterdam. [details]
    • Rijlaarsdam, G. C. W. (1997). Abstract book: IAIMTE Conference on the teaching and learning of language and literature. x: x. [details]
    • van den Bergh, H., Rijlaarsdam, G. C. W., & Kuhlemeier, H. (1997). Motivation & written and spoken text production. In E. Matsagouras, & S. Vosniadou (Eds.), Abstracts 7th European conference for research in learning and instruction. (pp. 192-193). Athene (Gr). [details]

    1996

    • Breetvelt, I. S., van den Bergh, H., & Rijlaarsdam, G. C. W. (1996). Rereading and generating and their relation to text quality. An application of multilevel analysis on writing process data. In H. van den Bergh, G. C. W. Rijlaarsdam, & M. Couzijn (Eds.), Theories, models and methodology in writing research (pp. 10-20). Amsterdam: Amsterdam University Press. [details]
    • Couzijn, M. J., & Rijlaarsdam, G. C. W. (1996). Effective teaching and learning of writing. In M. Couzijn, G. Rijlaarsdam, & H. van den Bergh (Eds.), Learning to write argumentative text by observation (pp. 253-273). Amsterdam: Amsterdam University Press. [details]
    • Ditzel, M., van Dort Slijper, M., & Rijlaarsdam, G. C. W. (1996). Overgeneralisation in agreement: A special case in adjectives in Dutch. In A. Camps, M. Castelló, M. Millian, P. Monné, I. Rodriguez, L. José, & L. Tolchinsky (Eds.), 1996 European Writing Conferences. (pp. 61-61). Barcelona. [details]
    • Janssen, T. M., & Rijlaarsdam, G. C. W. (1996). Des Duivels. Vakoverstijgend project over de duivel in de West-Europese literatuur. Amsterdam: Instituut voor de Leararenopleiding. [details]
    • Janssen, T. M., & Rijlaarsdam, G. C. W. (1996). Approaches to the teaching of literature: a national survey of literary education in Dutch secondary schools. In M. S. MacNealy, & R. J. Kreuz (Eds.), Empirical Approaches to Literature and Aesthetics. Volume 52 in the series 'Advances in Discourse Processes' (pp. 513-536). Norwood, New Jersey: Ablex Publishing Corporation. [details]
    • Janssen, T. M., & Rijlaarsdam, G. C. W. (1996). Approaching to the teaching of Literature: A National Survey of Literary Education in Dutch Secondary Schools. In Series Advances in Discourse Processes (pp. 513-538). New Jersey: Ablex Publishing Corporation. [details]
    • Janssen, T. M., & Rijlaarsdam, G. C. W. (1996). Students as self-assessors: learning experiences of literature teaching in secondary schools. In E. Marum (Ed.), Children and Books in the Modern World. Contemporary Perspectives on Literacy (pp. 98-115). London/Washington D.C.: The Falmer Press. [details]
    • Oostdam, R. J., & Rijlaarsdam, G. C. W. (1996). Strategie-onderwijs in mondelinge taalvaardigheid. Toegepaste Taalwetenschap in Artikelen, 54(1), 93-102. [details]
    • Oostdam, R. J., & Rijlaarsdam, G. C. W. (1996). Strategie-onderwijs in mondelinge taalvaardigheid. In L. Nienhuis, A. van Gelderen, L. Pouw, & I. Wijgh (Eds.), Spreken in moedertaal en vreemde taal (pp. 11-11) [details]
    • Rijlaarsdam, G. C. W. (1996). A triangular model of Evaluation . Social frames of reference to evaluate writing performance. 11. In 11. Symposium Deutschdidaktik Europa Nation Region. Von anderen lernen. (pp. 115-116). Berlin und Potsdam. [details]
    • Rijlaarsdam, G. C. W. (1996). Effective strategies to learn to write (and read): Observational learning. In International Conference on Experimental Learning (pp. 36-36). Cape Town (RSA). [details]
    • Rijlaarsdam, G. C. W. (1996). Writing in Secondary Schools in the Netherlands. In Second International Conference Global conservations on Language and Literacy (pp. 16-16). Heidelberg. [details]
    • Rijlaarsdam, G. C. W., & Brauer, G. (1996). Writing as a mode of Global Learning collaboration in Writing Education. In Proceedings of the Second International Conference Global conservations on Language and Literacy. (pp. 15-15). Heidelberg. [details]
    • Rijlaarsdam, G. C. W., & Couzijn, M. J. (1996). Observation as effective learning in writing courses: About the connection between writing and reading. In Abstracts 1996 European Writing Conferences Barcelona. [details]
    • Rijlaarsdam, G. C. W., & Couzijn, M. J. (1996). Observation as effective learning in writing courses: About the connection between writing and reading. In A. Camps, M. Castelló, M. Millian, P. Monné, I. Rodriguez, L. José, & L. Tolchinsky (Eds.), Abstracts 1996 European Writing Conferences (pp. 16-16). Barcelona. [details]
    • Rijlaarsdam, G. C. W., & Couzijn, M. J. (1996). Op weg naar zelfstandig leren in de basisvorming bij Nederlands. Enkele instructietechnieken in de didactiek van zelfstandig leren. In G. Rijlaarsdam (Ed.), Leren leren in het talenonderwijs (pp. 4-4). Amsterdam. [details]
    • Rijlaarsdam, G. C. W., & Janssen, T. M. (1996). How do we evaluate the literature curriculum? About a social frame of reference. In E. Marum (Ed.), Children and Books in the Modern World. Contemporary Perspectives on Literacy (pp. 75-98). London/Washington D.C.: The Falmer Press. [details]
    • Rijlaarsdam, G. C. W., & van den Bergh, H. (1996). Cognitieve activiteiten gedurende het schrijfproces en de relatie met tekstkwaliteit; planning en formuleren. In Programmaboek 7e VIOT-Congres (pp. 64-65). Utrecht. [details]
    • Rijlaarsdam, G. C. W., Broekkamp, H., Couzijn, M. J., & van den Bergh, H. (1996). About the capacity to learn to write. In 1996 European Writing Conferences, Barcelona october, 23-25, 1996, abstract book (pp. 147-148). Barcelona: Universitat de Barcelona. [details]
    • Rijlaarsdam, G. C. W., van den Bergh, H., van der Hoeven, H., & Andriessen, J. (1996). Temporal organisation of writing processes: Why and how. In A. Camps, M. Castello, M. Millian, P. Monné, I. Rodriguez, L. José, & L. Tolchinsky (Eds.), European Writing Conferences. (pp. 146-147). Barcelona. [details]
    • Rijlaarsdam, G., van den Bergh, H., & Couzijn, M. (1996). Effective teaching and learning of writing: current trends in research. Amsterdam: Amsterdam University Press. [details]
    • Rijlaarsdam, G., van den Bergh, H., & Couzijn, M. (1996). Theories, models and methodology in writing research. Amsterdam: Amsterdam University Press. [details]
    • Weel, I., van Dort - Slijper, M. K., & Rijlaarsdam, G. C. W. (1996). The acquisition of plural morpholgy in noun and verb inflections for numbers in written Dutch. In A. Camps, M. Castello, M. Millian, P. Monné, I. Rodriguez, L. José, & L. Tolchinsky (Eds.), European Writing Conferences. (pp. 60-61). Barcelona. [details]

    1995

    • Oostdam, R. J., & Rijlaarsdam, G. C. W. (1995). Towards strategic language learning. Amsterdam: Amsterdam University Press. [details]
    • Rijlaarsdam, G. C. W., & Couzijn, M. J. (1995). Effective Activities for learning and teaching Writing. In F. de Jong, C. Aarnoutse, H. Lodewijks, R. J. Simons, & D. van der Aalsvoort (Eds.), Abstracts 6th European conference for Research on Learning and Instruction (pp. 343-346). Tilburg: MesoConsult\. [details]

    1989

    • Rijlaarsdam, G., Eiting, M., & Schoonen, R. (1989). Wat werkt in het stelonderwijs? Een exploratie naar de effectiviteit van omgevingsvariabelen en vakinhoudelijke kenmerken van een stelvaardigheidscurriculum. Tijdschrift voor Taalbeheersing, 11(2), 81-91. [details]

    2020

    2019

    • Janssen, T. M., de Maet, P., & Rijlaarsdam, G. C. W. (2019). Beter Schrijven: Effectief schrijfonderwijs voor de bovenbouw van het basisonderwijs. . Tijdschrift Taal voor opleiders en onderwijsadviseurs, 10(15), 28-33.
    • Rijlaarsdam, G. C. W. (Author), Gerits, H. (Author), & Janssen, T. M. (Author). (2019). Nederlands anders in het Cultuur- en Maatschappijprofiel. Web publication/site, Levende Talen Nederlands. Retrieved from https://didactieknederlands.nl/dekwestie/2019/03/nederlands-anders-in-het-cultuur-maatschappij-profiel/
    • Rijlaarsdam, G. C. W. (Author). (2019). Leerlingen met plezier leren reviseren. Web publication/site, Levende Talen Nederlands. Retrieved from https://didactieknederlands.nl/zokanhetook/2019/04/leerlingen-met-plezier-leren-reviseren/
    • Rijlaarsdam, G. C. W., Gerits, H., & Janssen, T. (2019). Nederlands anders in het Cultuur- en Maatschappijprofiel. Levende Talen Magazine, 106(4), 40-41.
    • Rijlaarsdam, G. C. W., van Ockenburg, L., & ten Peze, A. A. (2019). Onderwijs in schrijfprocessen; bewustwording van je aanpak in het woud van opties. In A. Mottart, & S. Vanhooren (Eds.), 33ste HSN Conferentie Onderwijs Nederlands: 22-23 nov 2019, Hogeschool Windesheim (pp. 271-278). Skribis.
    • Vandermeulen, N., van Steendam, E., & Rijlaarsdam, G. C. W. (2019). De kracht van feedback in schrijfvaardigheidsonderwijs: tekst- en procesgerichte feedback. In A. Mottart, & S. Vanhooren (Eds.), 33ste HSN Conferentie Onderwijs Nederlands: 22-23 nov 2019, Hogeschool Windesheim (pp. 318-323). Skribis.

    2018

    • Elving, K., Rijlaarsdam, G., & van den Bergh, H. (2018). Effectieve revisie tijdens het schrijfproces van havisten. Levende Talen Tijdschrift, 19(1), 14-25. [details]
    • Rijlaarsdam, G., & Janssen, T. (2018). Curriculum.nu Nederlands: Een afslag te vroeg. Levende Talen Magazine, 105(5), 46-48. [details]
    • Rijlaarsdam, G., & Janssen, T. (2018). Vakdidactisch onderzoek: Over nut, noodzaak en mogelijkheden. Levende Talen Magazine, 105, 64-65. [details]
    • van Ockenburg, L., van Weijen, D., & Rijlaarsdam, G. (2018). Syntheseteksten leren schrijven in het voortgezet onderwijs: Het verband tussen schrijfaanpak en voorkeur voor leeractiviteiten. Levende Talen Tijdschrift, 19(2), 3-14. [details]
    • van de Guchte, M., & Rijlaarsdam, G. (2018). Chatten in taakgericht MVT onderwijs: Effect op doeltaalgebruik en ervaringen van leerlingen . Levende Talen Tijdschrift, 19(4), 3-14. [details]

    2017

    • Aben, J., van den Broek, B., Vandermeulen, N., van Steendam, E., & Rijlaarsdam, G. (2017). Feedback op de schrijfaanpak: de ontwikkeling van een schrijfprocesgericht feedbackrapport voor vwo-leerlingen. Levende Talen Tijdschrift, 18(4), 3-14. [details]
    • Schrijvers, M., Janssen, T., & Rijlaarsdam, G. (2017). Literatuur leert je het leven? Over het stimuleren van persoonlijke en sociale inzichten via literatuuronderwijs. In R. van Steensel, & E. Segers (Eds.), Succesvol lezen in het onderwijs (pp. 183-199). (Stichting Lezen reeks; Vol. 28). Delft: Eburon. [details]

    2016

    • Schrijvers, M., Janssen, T., & Rijlaarsdam, G. (2016). ‘Dat een boek kan veranderen hoe je naar de wereld kijkt’: De impact van literatuuronderwijs op zelfinzicht en sociaal inzicht van bovenbouwleerlingen in havo en vwo. Levende Talen Tijdschrift, 17(1), 3-13. [details]
    • Van Steendam, E., Rijlaarsdam, G., van den Bergh, H., & Sercu, L. (2016). Samenwerkend schrijven en reviseren: Met wie en hoe? Een experimentele studie naar de interactie tussen groepssamenstelling en instructiemethode bij samenwerkend reviseren in een vreemde taal in het hoger onderwijs. Levende Talen Tijdschrift, 17(3), 3-13. [details]

    2015

    • Neijt, A., Coppen, P-A., de Glopper, K., Aalberse, S., van der Eerden, I., Evers-Vermeul, J., ... Verhagen, A. (2015). Bewuste taalvaardigheid als eindterm voor het schoolvak Nederlands in havo en vwo: visie en voorbeelden. In A. Mottart, & S. Vanhooren (Eds.), 29ste Conferentie Onderwijs Nederlands: Fontys Hogeschool Tilburg 13 & 14 november 2015 (pp. 198-202). Gent: Academia Press. [details]

    2012

    • Braaksma, M., & Rijlaarsdam, G. (2012). Hypertekst schrijven en observerend leren als aanvullende didactiek. In A. Mottart, & S. Vanhooren (Eds.), Zesentwintigste conferentie 'Het Schoolvak Nederlands': Katholieke Hogeschool Brugge-Oostende, 16 & 17 november 2012 (pp. 303-307). Gent: Academia Press. [details]
    • van de Kamp, M-T., Admiraal, W., & Rijlaarsdam, G. (2012). Creativiteit bevorderen bij de kunstvakken. Waarom is creativiteit zo belangrijk? Kunstzone : Tijdschrift voor Kunst en Cultuur in het Onderwijs, 11(2/3), 6-9. [details]
    • van de Kamp, M-T., van Drie, J., Rijlaarsdam, G., & Admiraal, W. (2012). Beoordelen van praktijkwerk bij de kunstvakken: voorwaarden voor een betrouwbare en valide beoordeling. Kunstzone : Tijdschrift voor Kunst en Cultuur in het Onderwijs, 11(12), 6-8. [details]

    2011

    • Braaksma, M., Rijlaarsdam, G., & van den Bergh, H. (2011). Hypertekst schrijven en observerend leren als didactiek: effecten op schrijfvaardigheid en kennisverwerving. Vonk, 40(3), 3-23. [details]
    • Rijlaarsdam, G., Braaksma, M., Janssen, T., Groenendijk, T., & Toorenaar, A. (2011). Learning to write and writing to learn. Better : evidence-based education, 3(2), 14-15. [details]
    • van Weijen, D., van den Bergh, H., & Rijlaarsdam, G. (2011). Het gebruik van T1 tijdens schrijven in T2. Levende Talen Tijdschrift, 12(2), 3-13. [details]

    2009

    • Meijerink, H. P., Rijlaarsdam, G. C. W., van den Bergh, H. H., van Streun, A., Letschert, J. F., van de Vorle, R. B. M., & Bron, J. E. (2009). Een nadere beschouwing: over de drempels met taal en rekenen. Enschede: Expertgroep doorlopende leerlijnen. [details]
    • Witte, T., Rijlaarsdam, G., & Schram, D. (2009). Naar een gestructureerd curriculum voor het literatuuronderwijs. Levende Talen Tijdschrift, 10(2), 24-34. [details]

    2008

    • Bimmel, P., & Rijlaarsdam, G. (2008). Het kan altijd beter: van probleemdiagnose naar onderwijs van eigen makelij. In P. Bimmel, J. Canton, D. Fasoglio, & G. Rijlaarsdam (Eds.), Handboek ontwerpen talen (pp. 13-39, 197). (Kohnstamm kennisreeks; No. 3). Amsterdam: Vossiuspers UvA. [details]
    • Bimmel, P., Canton, J., Fasoglio, D., & Rijlaarsdam, G. (2008). Handboek ontwerpen talen. (Kohnstamm kennisreeks; No. 3). Amsterdam: Vossiuspers UvA (Kohnstamm kennisreeks). [details]
    • Groenendijk, T., Janssen, T., & Rijlaarsdam, G. (2008). Hoe schrijven middelbare scholieren gedichten? Over de relatie tussen schrijfproces en de kwaliteit van het eindproduct. Levende Talen Tijdschrift, 9(1), 3-11. [details]
    • Rijlaarsdam, G. (2008). Observerend leren: een kernactiviteit in in taalvaardigheidsonderwijs. In P. Bimmel, J. Canton, D. Fasoglio, & G. Rijlaarsdam (Eds.), Handboek ontwerpen talen (pp. 76-94, 197-198). (Kohnstamm kennisreeks). Amsterdam: Vossiuspers UvA. [details]
    • Rijlaarsdam, G., & Bimmel, P. (2008). Terugblik op het HOT-project. In P. Bimmel, J. Canton, D. Fasoglio, & G. Rijlaarsdam (Eds.), Handboek ontwerpen talen (pp. 54-67, 197). (Kohnstamm kennisreeks; No. 3). Amsterdam: Vossiuspers UvA. [details]
    • Rijlaarsdam, G., & Braaksma, M. (2008). Die Sache mit den "Schlemmy"-Riegeln: beobachtendes Lernen: ein Beispiel aus der Unterrichtspraxis. Fremdsprache Deutsch, 39, 23-27. [details]
    • Witte, T., Rijlaarsdam, G., & Schram, D. (2008). Literatuuronderwijs en de ontwikkeling van leesmotivatie in de Tweede Fase. Levende Talen Tijdschrift, 9(2), 19-30. [details]

    2007

    • Braaksma, M., Rijlaarsdam, G., van den Bergh, H., & van Hout-Wolters, B. (2007). Observerend leren en de effecten op de organisatie van schrijfprocessen. Levende Talen Tijdschrift, 8(4), 3-15. [details]
    • Rijlaarsdam, G. C. W. (2007). De kracht van het meervoud. Interferentieverschijnselen onder regie van het meervoud van het zelfstandig naamwoord. In D. Sandra, R. Rymenans, P. Cuvelier, & P. van Petegem (Eds.), Tussen taal, spelling en onderwijs. Essays bij het emeritaat van Frans Daems (pp. 173-183). Gent: Academia Press. [details]

    2006

    • Toorenaar, J. M., & Rijlaarsdam, G. C. W. (2006). De koffietafel. Nederlands en beroepsvoorbereidende vakken: experimenteren in het vmbo. Levende Talen Magazine, 93(8), 5-7. [details]

    2005

    • Kieft, M. H., & Rijlaarsdam, G. C. W. (2005). Recensies over literatuur: schrijven om te leren. Tsjip - Letteren, 15(2), 17-21. [details]
    • Kieft, M. H., & Rijlaarsdam, G. C. W. (2005). Schrijftaken en schrijverstypen. Levende Talen Magazine, 92(2), 9-12. [details]
    • Rijlaarsdam, G. (2005). Observerend leren: een kernactiviteit in taalvaardigheidsonderwijs. - Deel 1: Ontwerpadviezen uit onderzoek verkregen. Levende Talen Tijdschrift, 6(4), 10-20. [details]
    • Rijlaarsdam, G. (2005). Observerend leren: een kernactiviteit in taalvaardigheidsonderwijs. - Deel 2: Praktijkvoorbeelden. Levende Talen Tijdschrift, 6(4), 21-28. [details]

    2004

    • Rijlaarsdam, G. C. W., & Braaksma, M. A. H. (2004). Schrijven en leren schrijven. Vonk, 33(3), 3-16. [details]
    • Rijlaarsdam, G. C. W., & Braaksma, M. A. H. (2004). Schrijven en leren schrijven. Niet zelf doen, maar zien hoe anderen het doen. Levende Talen Magazine, 3, 17-22. [details]

    2003

    • Kieft, M. H., & Rijlaarsdam, G. C. W. (2003). Recensies schrijven: de brug tussen schrijfvaardigheid en literatuur. Vonk, 32(4), 3-18. [details]
    • Rijlaarsdam, G. C. W. (2003). De academische lerarenopleiding in de Bachelor-Masterstructuur in Nederland. VELON, 24(3), 28-32. [details]

    2001

    • Rijlaarsdam, G. C. W. (2001). Vreemd talenonderwijs. Over vernieuwing, samenhang, didactiek en onderzoek. Inaugurele rede bij de aanvaarding van de leerstoel Didactiek van het Nederlands in perspectief van het vreemdetalenonderwijs. s.l.: s.n. [details]
    • Rijlaarsdam, G. C. W., & Krijgsman, A. (2001). Het wiel opnieuw uitvinden? Preambule VMBO en het talenonderwijs. Levende Talen Magazine, 88(5), 5-9. [details]

    2000

    • Rijlaarsdam, G. C. W. (2000). Over het wetenschappelijk karakter van de universitaire lerarenopleiding. Kennis en kwaliteit. Opleiding en nascholing van leraren., 17-29. [details]

    1999

    • Rijlaarsdam, G. C. W., & Tinnevelt, J. (1999). Vreemde Talen in de tweede Fase; veel of weinig is dat de kwestie? Levende Talen, 541, 461-463. [details]
    • Rijlaarsdam, G. C. W., & den Hartog, G. (1999). Ten geleide. Levende Talen, 542, 486-487. [details]
    • Rijlaarsdam, G. C. W., & den Hartog, G. (1999). Ten geleide; inspectierapport Basisvorming naar behoren? Levende Talen, 544, 630-631. [details]
    • Rijlaarsdam, G. C. W., & den Hartog, G. (1999). Ten geleide; met de complimenten van Levende Talen. Levende Talen, 545, 694-697. [details]
    • Rijlaarsdam, G. C. W., & den Hartog, G. (1999). Ten geleide; vragen, vragen, vragen. Levende Talen, 543, 554-555. [details]
    • van Schooten, E., & Rijlaarsdam, G. C. W. (1999). Nederlands onder vuur? Over de inhoud en didactiek van het vak nederlands in de basisvorming; de paneldiscussie Nederlands over het inspectierapport nederlands in de basisvorming. Levende Talen, 545, 757-769. [details]

    1998

    • Rijlaarsdam, G. C. W. (1998). Schrijfvaardigheid Nederlands: een praktische didactiek voor de bovenbouw van havo en vwo [Review of: A. Braet (1998) Antoine Braet, Schrijfvaardigheid Nederlands: een praktische didactiek voor de bovenbouw havo en vwo]. In A. Braet (Ed.), Unknown Bussum: Coutinho. [details]

    1997

    • Mulder, H., & Rijlaarsdam, G. C. W. (1997). Ten geleide: talen in de nieuwe tweede fase. Levende Talen, 525, 594-595. [details]
    • Rijlaarsdam, G. C. W. (1997). Commentaar geven en verwerken: gericht op de leerling. In H. Ringnalda (Ed.), Schrijven leren in de basisvorming/eerste graad: verslag van 2 studiedagen. (pp. 82-86). Den Haag: Nederlandse Taalunie. [details]
    • Rijlaarsdam, G. C. W. (1997). Contouren van een schrijfvaardigheidsdidactiek. Vonk, 26 (3), 3-18. [details]
    • Rijlaarsdam, G. C. W. (1997). Contouren van een schrijfvaardigheidsdidactiek. In H. Ringnalda (Ed.), Schrijven leren in de basisvorming/eerste graad: verslag van 2 studiedagen. (pp. 9-23). Den Haag: Nederlandse Taalunie. [details]
    • Rijlaarsdam, G. C. W., & Elsinga, K. (1997). Eerstegraads lerarenopleidingen: twee routes, een stelsel. VELON, 4, 5-10. [details]
    • Rijlaarsdam, G. C. W., & Sanders, T. (1997). Lees- en schrijfprocessen en lees- en schrijfvaardigheid. In D. Janssen, H. van den Bergh, N. Bertens, & M. Damen (Eds.), Taalgebruik ontrafeld (pp. 223-228). Dordrecht: Foris Publications. [details]
    • Rijlaarsdam, G. C. W., & van den Bergh, H. (1997). Cognitieve activiteiten tijdens het schrijfproces en relaties met tekstkwaliteit: plannen en formuleren. In D. Janssen, H. van den Bergh, N. Bertens, & M. Damen (Eds.), Taalgebruik ontrafeld (pp. 275-284). Dordrecht: Foris Publications. [details]
    • Rijlaarsdam, G. C. W., Sword, D., & Fiedler, E. (1997). Language alive! Professional development guidelines and activities for language teacher trainers-a European approach, volume I: J. Ides, D. Sword, K. Kerstan, H-H. Rogge, M. Hayhoe, Language through literature, an international teacher training pack for active and creative approaches to reader-oriented modern foreign language literature teaching. onbekend: onbekend. [details]
    • Rijlaarsdam, G. C. W., Sword, D., & Fiedler, E. (1997). Language alive! Professional development guidelines and activities for language teacher trainers-a European approach, volume II: J. Buchanan, B. Vater, B. Vogel, J. Ides, choice, autonomy, creativity, learner centred approaches to differentiation. onbekend: onbekend. [details]
    • Rijlaarsdam, G. C. W., Sword, D., & Fiedler, E. (1997). Language alive! Professional development guidelines and activities for language teacher trainers-a European approach, volume III: T. Cocket, J. Little, T. Koet, H. van Loon, C. Doil-Hartmann, R. Reimer, Communicative language teaching through information technology. onbekend: onbekend. [details]
    • Rijlaarsdam, G. C. W., Sword, D., & Fiedler, E. (1997). Language alive! Professional development guidelines and activities for language teacher trainers-a European approach, volume IV: L. Savage, R. Piontek, P. Lines, bilingual pupils and foreign language learning. onbekend: onebekend. [details]
    • van Loosbroek, T., Rijlaarsdam, G. C. W., & van der Vaart, W. (1997). Leraar in opleiding of leraar in opleiding? Over lio-schap en lio-stage: bij wijze van verantwoording. VELON, 18/3, 3-8. [details]

    1996

    • Bonset, H., & Rijlaarsdam, G. C. W. (1996). Leren leren bij Nederlands in de Tweede Fase. Moer. Tijdschrift voor het onderwijs in het Nederlands, 6, 278-290. [details]
    • Rijlaarsdam, G. C. W., & Bonset, H. (1996). Leren leren bij Nederlands in de Tweede Fase. Levende Talen, 278-290. [details]
    • Rijlaarsdam, G. C. W., & Couzijn, M. J. (1996). Leren leren bij Nederlands in de basisvorming. De dubbele bodem van het onderwijs. Levende Talen, 510, 301-306. [details]
    • Rijlaarsdam, G. C. W., & Witte, T. (1996). Mini didactiek Schrijven in de Tweede Fase. Moer. Tijdschrift voor het onderwijs in het Nederlands, 6, 307-322. [details]

    1995

    • Couzijn, M. J., & Rijlaarsdam, G. C. W. (1995). Leren lezen en schrijven door kijken en luisteren: Naar een nieuwe didactiek voor lees- en schrijfonderwijs. Leuven: Acco. [details]
    • Couzijn, M. J., & Rijlaarsdam, G. C. W. (1995). Lees- en schrijfstrategieen: leren door doen of leren door kijken. Vonk, 25(1), 42-53. [details]
    • Couzijn, M. J., & Rijlaarsdam, G. C. W. (1995). Leren lezen en schrijven door kijken en luistern. Naar een nieuwe didactiek voor lees-en schrijfonderwijs. In H. de Jonghe, & J. van Iseghem (Eds.), Het schoolvak Nederlands. Verslag van de achtste conferentie Leuven (pp. 71-82). Leuven/Amersfoort: Acco. [details]
    • Rijlaarsdam, G. C. W. (1995). Members at work. Dordrecht: Dorfix Press. [details]
    • Rijlaarsdam, G. C. W. (1995). Een taaldorp als afluitingstoets voor de basisvorming (3). Beoordeling van gespreksvaardigheid door leerlingen uit 5 VWO. Levende Talen, (503), 463-467. [details]
    • Rijlaarsdam, G. C. W. (1995). Leren lezen en schrijven door kijken en luisteren. Naar een nieuwe didactiek voor lees- en schrijfonderwijs. In H. de Jonghe, & J. van Iseghem (Eds.), Het schoolvak Nederlands Verslag van de achtse conferentie (pp. 71-82). Leuven/Amersfoort: Acco. [details]

    2019

    • Flores Ferres, M. M., van Weijen, D., & Rijlaarsdam, G. C. W. (2019). Teachers’ beliefs about writing instruction in public secondary schools in Chile: an online national survey. Paper presented at 12th conference of the International Association for Research in L1 Education (ARLE) 2019, Lisbon, Portugal.
    • Flores Ferres, M. M., van Weijen, D., & Rijlaarsdam, G. C. W. (2019). Writing Instruction in Iberoamerica: National Survey Studies in Spanish and Portuguese. Paper presented at 12th conference of the International Association for Research in L1 Education (ARLE) 2019, Lisbon, Portugal.
    • Flores Ferres, M. M., van Weijen, D., & Rijlaarsdam, G. C. W. (2019). Writing instruction in Chile: online national survey on teachers’ practices in public secondary schools.
    • Rijlaarsdam, G. C. W. (2019). Analyse schrijfvaardigheidsprogramma's tweedegraadsopleidingen. Paper presented at Peer review Nederlands Bachelor Teacher Education, Utrecht, Netherlands.
    • van Ockenburg, L., van Weijen, D., & Rijlaarsdam, G. C. W. (2019). Learning to write synthesis texts; A design study. Paper presented at 12th conference of the International Association for Research in L1 Education (ARLE) 2019, Lisbon, Portugal.
    • van Steendam, E., Drijbooms, E., Van den Bergh, H., & Rijlaarsdam, G. C. W. (2019). A cognitive load perspective on the effectiveness of collaborative writing.. Paper presented at 18th biennial conference of the European Association for Research in Learning and Instruction (EARLI 2019), Aachen, Germany.
    • van de Guchte, M., & Rijlaarsdam, G. C. W. (2019). Chatten via WhatsApp in de moderne vreemdetalenles: Effect op doeltaalgebruik en ervaringen . Paper presented at Onderwijs Research Dagen (ORD) 2019, Heerlen, Netherlands.
    • van de Guchte, M., & Rijlaarsdam, G. C. W. (2019). Chatting in the task-based foreign language classroom: Effects on target language use and learner experiences. 54. Paper presented at Eight International Conference on task-Based Language Teaching, Ottawa, Canada.

    2018

    • Flores Ferres, M. M., van Weijen, D., & Rijlaarsdam, G. C. W. (2018). National survey on writing instruction in public secondary schools in Chile. Paper presented at AERA 2018: Annual Meeting the American Educational Research Association, New York City, United States.
    • Flores Ferres, M. M., van Weijen, D., & Rijlaarsdam, G. C. W. (2018). National survey on writing instruction in public secondary schools in Chile. Paper presented at SIG Writing Research school, Ghent, Belgium.
    • Nguyen, T. T., Janssen, T. M., & Rijlaarsdam, G. C. W. (2018). Improvement of writing and literary understanding: Learning to write based on sources.. Poster session presented at SIG Writing 2018, Antwerp, Belgium.
    • Rietdijk, S., van Weijen, D., Janssen, T. M., & Rijlaarsdam, G. C. W. (2018). Current status and the improvement of the teaching of writing in Dutch primary schools: Two large-scale studies. Paper presented at AERA 2018: Annual Meeting the American Educational Research Association, New York City, United States.
    • Rietdijk, S., van Weijen, D., Janssen, T. M., & Rijlaarsdam, G. C. W. (2018). Does teaching matter? Practices and learning outcomes. Paper presented at SIG Writing 2018, Antwerp, Belgium.
    • ten Peze, A. A., Janssen, T. M., & Rijlaarsdam, G. C. W. (2018). Het schrijflab – Een lessenserie creatief schrijven voor leerlingen in de bovenbouw havo/vwo.. 277-280.
    • van Ockenburg, L., van Weijen, D., & Rijlaarsdam, G. C. W. (2018). Learning to write synthesis texts: A review of intervention studies. Paper presented at SIG Writing 2018, Antwerp, Belgium.
    • van Ockenburg, L., van Weijen, D., & Rijlaarsdam, G. C. W. (2018). Preferred learning activities for teaching synthesis writing in secondary education. Paper presented at SIG Writing 2018, Antwerp, Belgium.
    • van Weijen, D., Rijlaarsdam, G. C. W., & van den Bergh, H. (2018). Comparing source use and argumentation behaviour within and between writers in L1 and L2 writing. Paper presented at SIG Writing 2018, Antwerp, Belgium.
    • van Weijen, D., Rijlaarsdam, G. C. W., & van den Bergh, H. (2018). Comparing source use and argumentative writing within and between writers in L1 and L2.. Paper presented at SIG Writing 2018, Antwerp, Belgium.

    2017

    • Elving, K., van den Bergh, H., & Rijlaarsdam, G. C. W. (2017). Learning to write: a recursive process.. Paper presented at 17th Biennial conference of the European Association for Research on Learning and Instruction (EARLI) 2017, Tampere, Finland.
    • Flores Ferres, M. M., van Weijen, D., & Rijlaarsdam, G. C. W. (2017). Encuesta nacional sobre escritura en aulas secundarias de lenguaje de establecimientos municipales de Chile. Paper presented at Tercer Simposio Internacional de la Cátedra UNESCO para la Lectura y la Escritura, Chillan, Chile.
    • Flores Ferres, M. M., van Weijen, D., & Rijlaarsdam, G. C. W. (2017). National survey on writing instruction in public secondary schools in Chile. Paper presented at JURE 2017 JURE (Junior researchers' pre-conference of EARLI), Tampere, Finland.
    • Flores Ferres, M. M., van Weijen, D., & Rijlaarsdam, G. C. W. (2017). National survey on writing instruction in public secondary schools in Chile. Poster session presented at Pre conference of the International Association for Research in L1 Education (ARLE), Tallin, Estonia.
    • Flores Ferres, M. M., van Weijen, D., & Rijlaarsdam, G. C. W. (2017). Text quality, writing processes and students’ beliefs about writing at Secondary education in Chile. Poster session presented at 17th Biennial conference of the European Association for Research on Learning and Instruction (EARLI) 2017, Tampere, Finland.
    • Jochem, A., Vandermeulen, N., Van den Broek, B., van Steendam, E., & Rijlaarsdam, G. C. W. (2017). The design of a feedback report on students' writing processes. Paper presented at 11th conference of the International Association for Research in L1 Education (ARLE) 2017, Tallinn, Estonia.
    • Koek, M., Janssen, T. M., Hakemulder, F., & Rijlaarsdam, G. C. W. (2017). Critical thinking in the literature classroom. Paper presented at 11th conference of the International Association for Research in L1 Education (ARLE) 2017, Tallinn, Estonia.
    • Koek, M., Janssen, T. M., Hakemulder, F., & Rijlaarsdam, G. C. W. (2017). Literature education as a school for thinking: Activities and text qualities that foster critical thinking. Paper presented at IGEL 15th Biennial Meeting 2016, Chicago, Ill, United States.
    • Kragten, M., Admiraal, W. A., & Rijlaarsdam, G. C. W. (2017). Learning from diagrams: Effects of strategy training. Paper presented at 17th Biennial conference of the European Association for Research on Learning and Instruction (EARLI) 2017, Tampere, Finland.
    • López, P., Fidalgo, R., Rijlaarsdam, G. C. W., Torrance, M., & Gonzalez-Moreira, M. (2017). Effective writing interventions via revision instruction: The role of explicit process strategies. Paper presented at 17th Biennial conference of the European Association for Research on Learning and Instruction (EARLI) 2017, Tampere, Finland.
    • Mateos, M., Martin, E., Solari, M., Rijlaarsdam, G. C. W., & Villalon, R. (2017). Effects of different learning activities on different synthesis writing outcomes. Paper presented at 17th Biennial conference of the European Association for Research on Learning and Instruction (EARLI) 2017, Tampere, Finland.
    • Sala-Bubare, A., Castello, M., & Rijlaarsdam, G. C. W. (2017). Doctoral students' writing regulation processes. Paper presented at 17th Biennial conference of the European Association for Research on Learning and Instruction (EARLI) 2017, Tampere, Finland.
    • Schrijvers, M. S. T., Janssen, T. M., Fialho, O., & Rijlaarsdam, G. C. W. (2017). Fostering personal and social Insights in the literature classroom: Review of intervention studies.. Paper presented at 17th Biennial conference of the European Association for Research on Learning and Instruction (EARLI) 2017, Tampere, Finland.
    • Schrijvers, M. S. T., Janssen, T. M., Fialho, O., & Rijlaarsdam, G. C. W. (2017). Gaining personal and social insights in the literature classroom: Effects of dialogic learning. Paper presented at JURE 2017 JURE (Junior researchers' pre-conference of EARLI), Tampere, Finland.
    • Schrijvers, M. S. T., Janssen, T. M., Fialho, O., & Rijlaarsdam, G. C. W. (2017). Talking about literature and life: Effects of dialogic literary instruction on students’ personal and social insights. Paper presented at 11th conference of the International Association for Research in L1 Education (ARLE) 2017, Tallinn, Estonia.
    • Van den Broek, B., Vandermeulen, N., Jochem, A., van Steendam, E., & Rijlaarsdam, G. C. W. (2017). How to provide feedback on students’ writing processes?. Paper presented at JURE 2017 JURE (Junior researchers' pre-conference of EARLI), Tampere, Finland.
    • Van den Broek, B., van Steendam, E., Rijlaarsdam, G. C. W., & Vandermeulen, N. (2017). The design and the effects of a course in writing on research and synthesis texts: the power of observation and analysis.. Paper presented at 11th conference of the International Association for Research in L1 Education (ARLE) 2017, Tallinn, Estonia.
    • Van den Broek, B., van Steendam, E., Rijlaarsdam, G. C. W., & Vandermeulen, N. (2017). The relation between source use during the writing process and text quality in synthesis writing of (pre-)university students. Paper presented at 11th conference of the International Association for Research in L1 Education (ARLE) 2017, Tallinn, Estonia.
    • Vandermeulen, N., Van den Broek, B., van Steendam, E., Bernolet, S., & Rijlaarsdam, G. C. W. (2017). Synthesis writing: relations between writing processes and text quality, moderated by writing style.. Paper presented at 17th Biennial conference of the European Association for Research on Learning and Instruction (EARLI) 2017, Tampere, Finland.
    • ten Peze, A. A., Janssen, T. M., & Rijlaarsdam, G. C. W. (2017). The effect of creative writing on students’ writing processes and text quality. Paper presented at 11th conference of the International Association for Research in L1 Education (ARLE) 2017, Tallinn, Estonia.
    • van Ockenburg, L., van Weijen, D., & Rijlaarsdam, G. C. W. (2017). Designing an evidence-based online module for synthesis writing in secondary education. Paper presented at 11th conference of the International Association for Research in L1 Education (ARLE) 2017, Tallinn, Estonia.
    • van Steendam, E., Buyuktas Kara, M., & Rijlaarsdam, G. C. W. (2017). Effects of peer observation in strategy instruction on synthesizing skills in teaching EFL writing.. Paper presented at 17th Biennial conference of the European Association for Research on Learning and Instruction (EARLI) 2017, Tampere, Finland.
    • van Weijen, D., & Rijlaarsdam, G. C. W. (2017). Source use in argumentative writing in L1 and L2. Paper presented at ARLE Conference 2017, Tallinn, Estonia.
    • van Weijen, D., & Rijlaarsdam, G. C. W. (2017). Variation in source use in argumentative writing in L1 and L2.. Paper presented at 17th Biennial conference of the European Association for Research on Learning and Instruction (EARLI) 2017, Tampere, Finland.
    • van de Guchte, M., Rijlaarsdam, G. C. W., & Braaksma, M. A. H. (2017). Effects of focus on meaning versus form in pre-task video model observations. Paper presented at 7th International Conference on Task-Based Language Teaching (TBLT) 2017, Barcelona, Spain.

    2016

    • Rietdijk, S., Janssen, T. M., & Rijlaarsdam, G. C. W. (2016). Writing education in Dutch primary schools and factors influencing students’ writing performance. Paper presented at AERA 2016, United States.
    • Rietdijk, S., Janssen, T. M., van Weijen, D., Rijlaarsdam, G. C. W., & van den Bergh, H. (2016). Beter Schrijven: een interventiestudie in het basisonderwijs. Poster session presented at Onderwijs Research Dagen (ORD) 2016, Rotterdam, Netherlands.
    • Rietdijk, S., van Weijen, D., Rijlaarsdam, G. C. W., van den Bergh, H., & Janssen, T. M. (2016). About fidelity and implementation in writing intervention studies. Evaluation of measures used in a study in upper primary education. Paper presented at EARLI SIG Writing Conference, Liverpool, United Kingdom.
    • Rijlaarsdam, G. C. W. (2016). Beter Schrijven: een interventiestudie in het basisonderwijs. Paper presented at Presentatie op de CED conferentie Begrijpend Lezen, Rotterdam, NL, .
    • Rijlaarsdam, G. C. W., Janssen, T. M., de Maat, P., Rietdijk, S., & van Weijen, D. (2016). Designing a strategy oriented writing program in upper primary education in a Dutch educational context: [Paper presentation in symposium]. Paper presented at EARLI SIG Writing Conference, Liverpool, United Kingdom.
    • Rijlaarsdam, G. C. W., van Weijen, D., Janssen, T. M., & Van den Bergh, H. (2016). Writing strategy instruction: An intervention study in Dutch primary schools. Paper presented at EARLI SIG Writing Conference, Liverpool, United Kingdom.
    • Schrijvers, M. S. T., Janssen, T. M., Fialho, O., & Rijlaarsdam, G. C. W. (2016). Leert literatuur je het leven? Over het stimuleren van persoonlijke en sociale inzichten via literatuuronderwijs. Paper presented at Succesvol lezen in het onderwijs - Stichting Lezen, Amersfoort, Netherlands.
    • Schrijvers, M. S. T., Janssen, T. M., Fialho, O., & Rijlaarsdam, G. C. W. (2016). The impact of literature education on students’ perceptions of self and others: Exploring personal and social learning experiences in relation to teacher approach. Paper presented at IGEL 15th Biennial Meeting 2016, Chicago, Ill, United States.
    • Van den Broek, B., Vandermeulen, N., & Rijlaarsdam, G. C. W. (2016). Improving pre-university students’ performance in academic synthesis tasks with level up instructions and feedback tool.. Paper presented at Studies in Writing Education with Steve Graham, Amsterdam, Netherlands.
    • ten Peze, A. A., Janssen, T. M., & Rijlaarsdam, G. C. W. (2016). The effect of creative writing on students’ writing processes and text quality. Paper presented at EARLI SIG Writing Conference, Liverpool, United Kingdom.
    • van Weijen, D., Rietdijk, S., Rijlaarsdam, G. C. W., Janssen, T. M., & van den Bergh, H. (2016). Fidelity and implementation in writing intervention studies; Evaluation of measures used in a study in upper primary education. Paper presented at EARLI SIG Writing Conference, Liverpool, United Kingdom.

    2015

    • Braaksma, M. A. H., Rijlaarsdam, G. C. W., & van den Bergh, H. (2015). Innovative learning in writing: Observational learning & hypertext writing. Paper presented at 10th IAIMTE Conference 2015: Languages, Literatures, and Literacies, Odense, Denmark.
    • Buyuktas Kara, M., & Rijlaarsdam, G. C. W. (2015). Effects of video based peer observation on summarizing from multiple sources. Paper presented at 10th IAIMTE Conference 2015: Languages, Literatures, and Literacies, Odense, Denmark.
    • Koek, M., Rijlaarsdam, G. C. W., Janssen, T. M., & Hakemulder, F. (2015). Literature as school for thinking. Exploring the relationship between critical thinking and literature education. Paper presented at JURE 2015 (Junior researchers' pre-conference of EARLI), Limassol, Cyprus.
    • Rietdijk, S., Janssen, T. M., Rijlaarsdam, G. C. W., & de Jong, P. F. (2015). Dutch primary school teachers’ beliefs about writing instruction and their classroom practices. Paper presented at JURE 2015 JURE (Junior researchers' pre-conference of EARLI), Limassol, Cyprus.
    • Rietdijk, S., Janssen, T. M., Rijlaarsdam, G. C. W., & de Jong, P. F. (2015). Writing education in the Netherlands: Teachers’ beliefs, classroom practice and student achievements. Paper presented at 16th Biennial conference of the European Association for Research on Learning and Instruction (EARLI) 2015, Limassol, Cyprus.
    • Rietdijk, S., van Weijen, D., Janssen, T. M., & Rijlaarsdam, G. C. W. (2015). Strategy-oriented writing instruction: An intervention study in primary schools.. Paper presented at Paper presented 10th IAIMTE Conference, Odense, Denmark, .
    • Rijlaarsdam, G. C. W., & Braaksma, M. A. H. (2015). Small changes in the instructional setting do work: differentiation in the writing curriculum. Paper presented at 10th IAIMTE Conference 2015: Languages, Literatures, and Literacies, Odense, Denmark.
    • Schrijvers, M. S. T., Rijlaarsdam, G. C. W., Janssen, T. M., & Fialho, O. (2015). Literature education: Changing students’ perceptions of self and others?. Paper presented at JURE 2015 (Junior researchers' pre-conference of EARLI), Limassol, Cyprus.
    • van de Guchte, M., Braaksma, M. A. H., Rijlaarsdam, G. C. W., & Bimmel, P. E. (2015). The effects of focusing on meaning and form in pre-task video model observations. Paper presented at 6th Biennial International Conference on Task-Based Language Teaching (TLBT) 2015 , Leuven, Belgium.

    2014

    • Rietdijk, S., Janssen, T. M., Rijlaarsdam, G. C. W., & de Jong, P. F. (2014). Dutch primary school teachers’ beliefs about writing instruction and their classroom practices. Paper presented at Presentation at the Writing Research Across Borders Conference, Paris (F), .
    • Rietdijk, S., Janssen, T. M., Rijlaarsdam, G. C. W., & de Jong, P. F. (2014). Writing: Teachers´ believes and classroom practices. Pre-test of an intervention study in primary schools.. Paper presented at Conference on Writing Research for EARLI SIG Writing, Amsterdam, NL, .

    2013

    • Rietdijk, S., Janssen, T. M., Rijlaarsdam, G. C. W., & de Jong, P. F. (2013). Better writing: An intervention study. Poster session presented at JURE, Munich, Germany.

    2012

    • Berninger, V., Fayol, M., Hayes, J., Rijlaarsdam, G. C. W., & Alves, R. (2012). Contribution of silent orthography to the cognitive and linguistic translation process. 166. Paper presented at SIG Writing Porto 2012, .
    • Martínez, I., Mateos, M., Rijlaarsdam, G. C. W., & Martín, E. (2012). Reading and writing during synthesis tasks: Quality of on-line reading and writing processes for sixth grade students. Effects of an intervention programme on processes. 74. Paper presented at SIG Writing Porto 2012, .
    • Nguyen, N. T., Rijlaarsdam, G. C. W., & Admiraal, W. F. (2012). Improving L2 writing quality: A series of two intervention studies. 178. Paper presented at SIG Writing Porto 2012, .
    • Raedts, M., & Rijlaarsdam, G. C. W. (2012). Influence of writing instruction and cognitive skills on undergraduate students’ academic writing. 89. Paper presented at SIG Writing Porto 2012, .
    • Viallón, R., Rijlaarsdam, G. C. W., Mateos, M., & van den Bergh, H. (2012). Testing a model of learning through writing: The relationship between students’ conceptions, written products and learning outcomes. 111. Paper presented at SIG Writing Porto 2012, .
    • van Steendam, E., Rijlaarsdam, G. C. W., & van den Bergh, H. (2012). Collaborative revision of other students' writing in a foreign language. 112. Paper presented at SIG Writing Porto 2012, .

    2010

    • Tillema, M., van den Bergh, H., Rijlaarsdam, G. C. W., & Sanders, T. (2010). Online metacognitive activity during writing tasks related to self-reports and learning outcomes. The importance of modelling online metacognitive activity across the process of task execution. 40. Abstract from 4th Biennial Meeting of the EARLI Special Interest Group on Metacognition, .

    2007

    • Braaksma, M. A. H., Rijlaarsdam, G. C. W., & Janssen, T. M. (2007). Writing hypertexts versus linear texts: Learning and transfer effects. Poster session presented at IAIMTE 2007. Crossing cultural boundaries, .

    2006

    • Braaksma, M. A. H., & Rijlaarsdam, G. C. W. (2006). Hypertekst schrijven: Effecten op schrijfvaardigheid en domeinkennis. Poster session presented at Onderwijs Research Dagen (ORD), .

    2005

    • Braaksma, M. A. H., & Rijlaarsdam, G. C. W. (2005). Effective learning environments: Students as participants and observers while defining text quality criteria. Poster session presented at 11th European Conference for Learning and Instruction, .
    • Braaksma, M. A. H., & Rijlaarsdam, G. C. W. (2005). The Yummy Yummy case: A model to stimulate participation in learning to write activities. Poster session presented at 5th Conference of the International Association for the Improvement of Mother Tongue Education, .
    • Braaksma, M. A. H., & Rijlaarsdam, G. C. W. (2005). Writing hypertexts: Learning and transfer effects. Poster session presented at 5th Conference of the International Association for the Improvement of Mother Tongue Education, .
    • Kieft, M. H., & Rijlaarsdam, G. C. W. (2005). Learning-to-write argumentative texts about literature. Poster session presented at 5th Conference of the International Association for the Improvement of Mother Tongue Education, .
    • Rijlaarsdam, G. C. W., & Braaksma, M. A. H. (2005). Students as researchers: Defining text quality criteria. Poster session presented at 5th Conference of the International Association for the Improvement of Mother Tongue Education (IAIMTE), .
    • Toorenaar, J. M., & Rijlaarsdam, G. C. W. (2005). Redesigning mother-tongue education in pre-vocational education by fostering a community of learners. Poster session presented at 11th European Conference for Learning and Instruction (EARLI), .

    1997

    • Rijlaarsdam, G. C. W., & Couzijn, M. J. (1997). Learning to learn from textbooks.. Poster session presented at 1st Conference of the International Association for the Improvement of Mother-Tongue Education (IAIMTE), .

    1997

    • Rijlaarsdam, G. C. W. (Author), & Couzijn, M. J. (Author). (1997). Learning to write: observation as an effective learning activity.. Software, Writing and Computers Association.
    • Rijlaarsdam, G. C. W. (Author), Couzijn, M. J. (Author), & Braaksma, M. A. H. (Author). (1997). Learning to write: observation as an effective learning activity. Software

    Prijs

    • Flores Ferres, M. M., van Weijen, D. & Rijlaarsdam, G. C. W. (2018). Best poster award for poster presented at the SIG Writing Research School 2018.
    • Rijlaarsdam, G. (2010). Best article 2010 in Pedagogische Studiën (Dutch research journal, ISI).
    • Rijlaarsdam, G. (2008). Nomination John Hayes Award Best article in Journal of Writing Research 2008.
    • Rijlaarsdam, G. (2006). Nomination best artikel Levende Talen 2006.
    • Rijlaarsdam, G. (1992). Levende Talen prijs beste artikel jaargangen 1989-1991.

    Mediaoptreden

    • Rijlaarsdam, G. (25-06-2019). Escrever é fazer sentido, é criar significado para partilhar com outros [Print] Palavras. Revista da Associação de Professores de Português.. Escrever é fazer sentido, é criar significado para partilhar com outros.

    Tijdschriftredactie

    • Rijlaarsdam, G. (editor), Schrijvers, M. (editor) & Murphy, P. K. (editor) (2020). L1 Educational Studies in Language and Literature (Journal).
    • Rijlaarsdam, G. C. W. (editor) (2015). Journal of Writing Research (Journal).
    • Rijlaarsdam, G. C. W. (editor) (2015). Learning and Instruction (Journal).
    • Rijlaarsdam, G. (member of editorial board) (2014-). Journal of Educational Psychology (Journal).
    • Rijlaarsdam, G. C. W. (editor) (2012). Studies in Writing (Journal).
    • Rijlaarsdam, G. (member of editorial board) (2012-). C&E, Cultura y Educación (Journal).
    • Rijlaarsdam, G. C. W. (editor) (2012). Studies in Writing (Journal).
    • Rijlaarsdam, G. C. W. (editor) (2012). Studies in Writing (Journal).
    • Rijlaarsdam, G. C. W. (editor) (2012). Studies in Writing (Journal).
    • Rijlaarsdam, G. C. W. (editor) (2011). Studies in Writing (Journal).
    • Rijlaarsdam, G. C. W. (editor) (2011). Studies in Writing (Journal).
    • Rijlaarsdam, G. (member of editorial board) (2011-). Written Communication (Journal).
    • Rijlaarsdam, G. C. W. (editor) (2010). L1 Educational Studies in Language and Literature (Journal).
    • Rijlaarsdam, G. C. W. (editor) (2010). Studies in Writing (Journal).
    • Rijlaarsdam, G. C. W. (editor) (2010). Journal of Writing Research (Journal).
    • Rijlaarsdam, G. (editor) (2007-). Journal of Writing Research (Journal).
    • Rijlaarsdam, G. C. W. (editor) (2007). Studies in Writing (Journal).
    • Rijlaarsdam, G. (member of editorial board) (2006-2018). Tijdschrift voor Taalbeheersing (Journal).
    • Rijlaarsdam, G. C. W. (editor) (2006). Studies in Writing (Journal).
    • Rijlaarsdam, G. C. W. (editor) (2005). L1 Educational Studies in Language and Literature (Journal).
    • Rijlaarsdam, G. C. W. (editor) (2005). Studies in Writing (Journal).
    • Rijlaarsdam, G. (member of editorial board) (2005-). Educational Research Review (Journal).
    • Rijlaarsdam, G. C. W. (editor) (2004). Studies in Writing (Journal).
    • Rijlaarsdam, G. C. W. (editor) (2003). Studies in Writing (Journal).
    • Rijlaarsdam, G. C. W. (editor) (2002). Studies in Writing (Journal).
    • Rijlaarsdam, G. (editor) (2001-). Learning and Instruction (Journal).
    • Rijlaarsdam, G. (editor) (2001-2015). L1 Educational Studies in Language and Literature (Journal).
    • Rijlaarsdam, G. C. W. (editor) (2001). Studies in Writing (Journal).
    • Rijlaarsdam, G. C. W. (editor) (2000). Studies in Writing (Journal).
    • Rijlaarsdam, G. C. W. (editor) (2000). The Spanish Journal of Psychology (Journal).
    • Rijlaarsdam, G. C. W. (editor) (2000). L1 Educational Studies in Language and Literature (Journal).
    • Rijlaarsdam, G. C. W. (editor) (2000-2015). L1 Educational Studies in Language and Literature (Journal).
    • Rijlaarsdam, G. C. W. (editor) (1999). The Spanish Journal of Psychology (Journal).
    • Galbraith, D. (editor) & Rijlaarsdam, G. C. W. (editor) (1999). Learning and Instruction (Journal).
    • Rijlaarsdam, G. (editor), Mulder, H. (editor), Tholey, M. (editor) & Witte, T. (editor) (1999). Levende Talen (Journal).
    • Rijlaarsdam, G. C. W. (editor) & Espéret, E. (editor) (1999). Studies in Writing (Journal).
    • Rijlaarsdam, G. (editor), den Hartog, G. (editor), van Gool, C. (editor), van Schooten, E. (editor) & Riemersma, A. (editor) (1999). Levende Talen (Journal).
    • Rijlaarsdam, G. C. W. (editor) (1999). Spiegel (Journal).
    • Rijlaarsdam, G. C. W. (editor) (1999). Levende Talen (Journal).
    • van Loosbroek, T. (editor), Rijlaarsdam, G. C. W. (editor) & van der Vaart, W. (editor) (1997). VELON (Journal).
    • Mulder, H. (editor) & Rijlaarsdam, G. C. W. (editor) (1997). Levende Talen (Journal).
    • Rijlaarsdam, G. C. W. (editor) (1995). Tijdschrift voor Onderwijsresearch (Journal).
    • Rijlaarsdam, G. C. W. (editor) (1995). Tijdschrift voor Onderwijsresearch (Journal).

    Spreker

    • Rijlaarsdam, G. (speaker) (21-1-2020). Analyse Tekstbegrip in PISA 2018, Na PISA de lente, Utrecht, Netherlands.
    • Rijlaarsdam, G. (speaker) (9-11-2019). Publiceren als Dudoc alpha, Dudok Alpha Training Course.
    • van Ockenburg, L. (speaker), van Weijen, D. (speaker) & Rijlaarsdam, G. (speaker) (1-11-2019). Lees- en schrijfvaardigheid verbonden: syntheseteksten, Studiedag Levende Talen, Utrecht, Netherlands.
    • Rijlaarsdam, G. (speaker) (4-10-2019). Onderzoek naar schrijfprocessen en tekstkwaliteit, Orion (O2)-Ontwikkeldag 2019, Uden, Netherlands.
    • van Ockenburg, L. (speaker), van Weijen, D. (speaker) & Rijlaarsdam, G. (speaker) (4-10-2019). Lezen en schrijven verbonden: Syntheseteksten leren schrijven, Orion (O2)-Ontwikkeldag 2019, Uden, Netherlands.
    • Rijlaarsdam, G. (speaker) (27-9-2019). Onderzoek naar schrijfprocessen en tekstkwaliteit, MBO Taalacademie, Amersfoort, Netherlands.
    • Vandermeulen, N. (speaker), Van den Broek, B. (speaker), van Steendam, E. (speaker) & Rijlaarsdam, G. (speaker) (31-8-2019). How to provide students with feedback on their writing process? An intervention study., SIG Writing 2018, Antwerp, Belgium.
    • Kara Buyuktas, M. (speaker), van Steendam, E. (speaker) & Rijlaarsdam, G. (speaker) (31-8-2019). Reactivity of time-smapled sefl-reporting in intervention studies: Learning from the test., SIG Writing 2018, Antwerp, Belgium.
    • Vandermeulen, N. (speaker), Van den Broek, B. (speaker), van Steendam, E. (speaker) & Rijlaarsdam, G. (speaker) (31-8-2019). The relation between sources use during the writing process and text quality in synthesis writing., SIG Writing 2018, Antwerp, Belgium.
    • Vandermeulen, N. (speaker), van Steendam, E. (speaker), De Maeyer, S. (speaker), Rijlaarsdam, G. (speaker) & Lesterhuis, M. (speaker) (16-8-2019). How and how well do Dutch secondary students write? A national baseline study on synthesis writing., 18th biennial conference of the European Association for Research in Learning and Instruction (EARLI 2019), Aachen, Germany.
    • Rijlaarsdam, G. (speaker) (6-6-2019). Een nieuw leerplan Nederlands, Inspiratiedag Werkgroep Onderzoek en Didactiek Nederlands, Den Bosch, Netherlands.
    • van Ockenburg, L. (speaker), van Weijen, D. (speaker) & Rijlaarsdam, G. (speaker) (6-6-2019). Lezen en Schrijven verbonden: Syntheseteksten leren schrijven, Levende Talen Ontwikkel- en Inspiratiedag.
    • Vandermeulen, N. (speaker), van Steendam, E. (speaker) & Rijlaarsdam, G. (speaker) (31-8-2018). How and how well do Dutch secondary students write? A national baseline study on synthesis writing., SIG Writing 2018, Antwerp, Belgium.
    • López, P. (speaker), Rijlaarsdam, G. (speaker), Torrance, M. (speaker) & Fidalgo, R. (speaker) (31-8-2018). Comparative report of two effective revision interventions to improve writing., SIG Writing 2018, Antwerp, Belgium.
    • Drijbooms, E. (speaker), van Steendam, E. (speaker), van den Bergh, H. (speaker) & Rijlaarsdam, G. (speaker) (31-8-2018). A cognitive load perspecitive on the effectivenss of collaborative writing., SIG Writing 2018, Antwerp, Belgium.
    • Vandermeulen, N. (speaker), Van den Broek, B. (speaker), van Steendam, E. (speaker) & Rijlaarsdam, G. (speaker) (28-8-2018). How and how well do Dutch secondary students write? A national baseline study on synthesis writing., SIG Writing Research school, Ghent, Belgium.
    • Rodríguez-Málaga, S. (speaker), Torrance, M. (speaker), Rijlaarsdam, G. (speaker), Fidalgo, R. (speaker) & Rodríguez, C. (speaker) (28-8-2018). Exploring effect and transfer on a componential analysis of strategy-focused Instruction., SIG Writing Research school, Ghent, Belgium.
    • van Ockenburg, L. (speaker), van Weijen, D. (speaker) & Rijlaarsdam, G. (speaker) (28-8-2018). Designing an evidence-based module for synthesis writing in secondary education, SIG Writing Research school, Ghent, Belgium.
    • ten Peze, A. (speaker), Janssen, T. (speaker) & Rijlaarsdam, G. (speaker) (28-8-2018). 'Something different!' Does creative writing instruction influence students' writing performance?, SIG Writing Research school, Ghent, Belgium.
    • Flores Ferres, M. (speaker), van Weijen, D. (speaker) & Rijlaarsdam, G. (speaker) (28-8-2018). Writing practices in Chilean public secondary classrooms: A national survey of L1 teachers, SIG Writing Research school, Ghent, Belgium.
    • van Ockenburg, L. (speaker), Rijlaarsdam, G. C. W. (speaker) & van Weijen, D. (speaker) (18-1-2018). Kennis verwerven en verwerken door syntheseteksten te leren schrijven: Het ontwerp van een (online) module, VIOT 2018: Duurzame Taalbeheersing, Groningen, Netherlands.
    • Vandermeulen, N. (speaker), Van den Broek, B. (speaker), van Steendam, E. (speaker) & Rijlaarsdam, G. (speaker) (2-9-2017). Synthesis writing: relations between writing processes and text quality, moderated by writing style., 17th Biennial conference of the European Association for Research on Learning and Instruction (EARLI) 2017, Tampere, Finland.
    • Rijlaarsdam, G. (speaker) (20-6-2017). Pendelen tussen meer fundamenteel en meer praktisch schrijfonderwijsonderzoek: Soms zit het mee., Universiteit Antwerpen, Antwerpen.
    • Rijlaarsdam, G. (keynote speaker), Janssen, T. (speaker), Rietdijk, S. (speaker), van Weijen, D. (speaker) & Van den Bergh, H. (speaker) (8-6-2017). Changes in Teacher Expertise in Writing Education: Practices of some 50 and more teachers in upper primary education in The Netherlands, DieS-Sommerschule Didaktisch-empirische Schreibforschung, Brugg, Switzerland.
    • Vandermeulen, N. (speaker), Van den Broek, B. (speaker) & Rijlaarsdam, G. C. W. (speaker) (11-5-2017). LIFT, Improving pre-university students’ performance in academic synthesis tasks with Level up Instructions & Feedback Tool (LIFT), Writing Research Seminar Flemish & Dutch PhD projects on Writing, Ghent, Ghent, Belgium.
    • Vandermeulen, N. (speaker), Van den Broek, B. (speaker), van Steendam, E. (speaker) & Rijlaarsdam, G. (speaker) (18-2-2017). A national baseline study on students' performance on academic synthesis tasks, Writing across the borders 2017, Bogota, Colombia.
    • Van den Broek, B. (speaker), van Steendam, E. (speaker), Rijlaarsdam, G. (speaker) & Vandermeulen, N. (speaker) (2017). The relation between source use during the writing process and text quality in synthesis writing of (pre-)university students, 11th conference of the International Association for Research in L1 Education (ARLE) 2017, Tallinn, Estonia.
    • Van den Broek, B. (speaker), Vandermeulen, N. (speaker), van Steendam, E. (speaker) & Rijlaarsdam, G. (speaker) (2017). Constructing a good text. Relations between writing processes, writer characteristics and text quality in synthesis writing., Writing across the borders 2017, Bogota, Colombia.
    • Schrijvers, M. S. T. (speaker), Janssen, T. M. (speaker), Fialho, O. (speaker) & Rijlaarsdam, G. C. W. (speaker) (18-11-2016). Literatuur leert je het leven? Over het stimuleren van persoonlijke en sociale inzichten bij literatuuronderwijs, HSN Conferentie Onderwijs Nederlands, Gent, Belgium.
    • Rietdijk, S. (speaker), van Weijen, D. (speaker), Janssen, T. M. (speaker), van den Bergh, H. (speaker) & Rijlaarsdam, G. C. W. (speaker) (28-9-2016). Beter Schrijven: een interventiestudie in het basisonderwijs, Presentatie op de CED conferentie Begrijpend Lezen, Rotterdam, NL.
    • Vandermeulen, N. (speaker), Van den Broek, B. (speaker), van Steendam, E. (speaker) & Rijlaarsdam, G. (speaker) (17-6-2016). Criteria for assessing text quality of synthesis texts, Seminar synthesis texts production, Antwerp, Belgium.
    • Van den Broek, B. (speaker), Rijlaarsdam, G. (speaker), Vandermeulen, N. (speaker), van Steendam, E. (speaker) & Rijlaarsdam, G. (speaker) (3-2016). De totstandkoming van een goede tekst: relaties tussen schrijfprocessen, schrijverskenmerken en tekstkwaliteit bij het schrijven van syntheseteksten., Anéla Juniorendag 2016 Amsterdam, Amsterdam, Netherlands.
    • Rijlaarsdam, G. C. W. (keynote speaker) & Janssen, T. M. (speaker) (2016). Effective learning activities in the domain of literature reading and response, Seoul National University, Seoul.
    • Rijlaarsdam, G. C. W. (invited speaker) (3-12-2015). Learn to model: Options to model writing process in the classroom, Invited workshop at Pädagogische Hochschule Zürich, Zürich, Switzerland.
    • Rijlaarsdam, G. C. W. (invited speaker) (3-12-2015). Teaching strategies in writing education, Invited lecture at the Pädagogische Hochschule Zürich, Zürich, Switzerland.
    • Rijlaarsdam, G. C. W. (invited speaker) (11-11-2015). Current trends and perspectives in writing research interventions, Staff seminar Interfaculty Matsers of Educational Psychology, Barcelona, Spain.
    • Rijlaarsdam, G. C. W. (invited speaker) (28-10-2015). Learning to write by readers feedback, Invited lecture at the Festival of Languages, Umea, Sweden.
    • Rijlaarsdam, G. C. W. (invited speaker) (27-10-2015). Learning to write by observation, Invited lecture at the Festival of Languages, Umea, Sweden.
    • Rijlaarsdam, G. C. W. (invited speaker) (16-10-2015). Schrijfonderwijs in de schijnwerpers: de praktijk belicht, Keynote lecture at theTaalunie, Den Haag, NL.
    • Rijlaarsdam, G. C. W. (invited speaker) (20-8-2015). Academisch leren schrijven in de lerarenopleiding: opties, Invited Workshop over modelen, Amsterdam, NL.
    • Rijlaarsdam, G. C. W. (invited speaker) (20-8-2015). Schrijfvaardigheid in de lerarenopleiding van de HvA, Keynote lecture for Lerarenopleiders HvA, Amsterdam, NL.
    • Koek, M. (speaker), Hakemulder, F. (speaker), Janssen, T. M. (speaker) & Rijlaarsdam, G. C. W. (speaker) (2-6-2015). Developing a test to assess critical thinking in the literature classroom., pre-conference workshop of the 10th IAIMTE Conference 2015, Odense, Denmark.
    • Rietdijk, S. (speaker), van Weijen, D. (speaker), Janssen, T. M. (speaker), Rijlaarsdam, G. C. W. (speaker) & de Jong, P. F. (speaker) (2-6-2015). Strategy-oriented writing instruction: An intervention study in primary schools., pre-conference workshop of the 10th IAIMTE Conference 2015, Odense, Denmark.
    • Rijlaarsdam, G. C. W. (invited speaker) (2015). Innovative methods on Writing Research: What counts when trying to understand writing processes?, Invited lecture at the staff seminar Interfaculty Masters of Educational Psychology, Barcelona, Spain.
    • Rijlaarsdam, G. C. W. (invited speaker) (3-12-2014). Teaching Writing from 6-14: Genre Awareness and Strategy Instruction, Invited Lecture. Fachhochschule Nordwestschweiz Pädagogische Hochschule and PH Zurich., Zurich, Switzerland.
    • Rijlaarsdam, G. C. W. (invited speaker) (3-12-2014). Teaching Writing from 6-14: Genre Awareness and Strategy Instruction: Workshop, Invited workshop, Zurich.
    • Rijlaarsdam, G. C. W. (invited speaker) (11-10-2014). Designing academic writing courses: How writing process research can guide course design, Keynote Maryland Conference on Academic and Professional Writing. October 10-11, 2014, The University of Maryland., Maryland.
    • van de Guchte, M. (speaker), Braaksma, M. A. H. (speaker), Rijlaarsdam, G. C. W. (speaker) & Bimmel, P. E. (speaker) (4-8-2014). The effects of task rehearsal as a post-task activity, Paper presented at the International EUROSLA Conference, University of York (UK).
    • Rietdijk, S. (speaker), Janssen, T. M. (speaker), Rijlaarsdam, G. C. W. (speaker) & de Jong, P. F. (speaker) (13-6-2014). Schrijfonderwijs: opvattingen van basisschoolleerkrachten en hun lespraktijk, Presentatie op de Onderwijs Research Dagen (ORD), Groningen.
    • Rijlaarsdam, G. C. W. (invited speaker) (12-6-2014). Writing to read: Learning to write supports comprehending, Invited lecture at the Conference 'When teaching and learning of reading and writing in the multilingual and multicultural context', Hong Kong.
    • Rijlaarsdam, G. C. W. (invited speaker) (24-4-2014). Teaching Writing in L1 secondary education: learning to write and writing to learn, 13th international spring conference of Estonian Association for Applied Linguistics & IAIMTE SIG Educational Linguistics meeting., Tallin, Estland.
    • Braaksma, M. A. H. (speaker), Rijlaarsdam, G. C. W. (speaker), van den Bergh, H. H. (speaker) & Tillema, M. (speaker) (19-2-2014). Indicators of dynamics of writing processes from key logging data, Contribution to Symposium organized by Michel Fayol, Writing dynamics & text quality in first and second language at Writing Research Across Borders Conference, Paris (F).
    • Rijlaarsdam, G. C. W. (speaker), Braaksma, A. (speaker), Couzijn, M. J. (speaker) & Van Steendam, E. (speaker) (19-2-2014). Intervention studies: learner characteristics and interventions. Contribution in Symposium organized by S. Hooper, Writing across the lifespan: Advances in the neurological underpinnings, measurement and intervention., Presentation at the Writing Research Across Borders Conference, Paris (F).
    • Rietdijk, S. (speaker), Janssen, T. M. (speaker), Rijlaarsdam, G. C. W. (speaker) & de Jong, P. (speaker) (19-2-2014). Dutch primary school teachers’ beliefs about writing instruction and their classroom practices, Presentation at the Writing Research Across Borders Conference, Paris (F).
    • Schellings, G. (speaker), Van Duijne, N. (speaker), Ter Welle, A. (speaker), Van den Tempel, A. (speaker) & Rijlaarsdam, G. (speaker) (27-11-2013). Students' and teachers' perceptions about incentives in the learning environment, Paper presented at EAPRIL 2013, Biel/Bienne, Switzerland.
    • Rijlaarsdam, G. C. W. (speaker) (14-11-2013). ULO's en Academische Opleidingsscholen, Lezing Studiedag ICL/VSNU, Amsterdam (NL).
    • Rijlaarsdam, G. C. W. (speaker) (4-11-2013). Differentiatie: hoe doe je dat?, Lezing studiedag Spinoza Lyceum, Amsterdam (NL).
    • van de Guchte, M. (speaker), Braaksma, M. A. H. (speaker), Rijlaarsdam, G. C. W. (speaker) & Bimmel, P. E. (speaker) (4-10-2013). The effects of recasts and prompts. Learning new grammatical structures in Task Based Language Learning, Paper presented at the International Congres on Task-based Language Teaching, Banff, Canada.
    • Rijlaarsdam, G. C. W. (speaker) & Couzijn, M. J. (speaker) (31-8-2013). Writing in linguistics and literature: Effects on knowledge, writing, and science literacy, Paper presented at the 15th biennial EARLI Conference for Research on Learning and Instruction, München (D).
    • Rietdijk, S. (speaker), Rijlaarsdam, G. C. W. (speaker), Janssen, T. M. (speaker) & de Jong, P. F. (speaker) (28-8-2013). Primary school teachers‘ views on text quality, writing education and their classroom practices, Poster presented at the 15th biennial EARLI Conference for Research on Learning and Instruction, München (D).
    • Hoeks-van de Guchte, M. (speaker), Braaksma, M. A. H. (speaker), Rijlaarsdam, G. C. W. (speaker) & Bimmel, P. E. (speaker) (27-8-2013). Learning new grammatical structures in Task Based Language Learning: to prompt or to recast?, Paper presented at the 15th biennial EARLI Conference for Research on Learning and Instruction, München (D).
    • Rietdijk, S. (speaker), Janssen, T. M. (speaker), Rijlaarsdam, G. C. W. (speaker) & de Jong, P. F. (speaker) (26-8-2013). Better writing: An intervention study, Poster presented at JURE, Munchen, Germany.
    • Rijlaarsdam, G. C. W. (speaker) (10-6-2013). Writing: design principles for effective writing lessons, Paper presented at IAIMTE Conference 'Literacies and effective learning and teaching for all', Paris (F).
    • Rijlaarsdam, G. C. W. (speaker) (2-2-2013). Schreiben-Erheben-Fördern, Workshop des Nachwuchsnetzwerkers Deutschdidaktik im SPD zur Schulung und Qualifizierung von DoktorandInnen und PostdoktoranInnen im empirischer Methodik, Göttingen (D).
    • Rijlaarsdam, G. C. W. (speaker) (21-12-2012). Instructional models of writing-teacher and students feedback processes, Workshop, Israel Academy of Sciences and Humanities, Ramat Rachel Conference Center, Jerusalem, Israel.
    • Rijlaarsdam, G. C. W. (invited speaker) (20-12-2012). Learning to write and writing to learn. From practice to theory to practice, Keynote at Symposium, Writing Skills and their development in different age groups, Israel Academy of Sciences and Humanities, Bible Lands Museum, Jerusalem, Israel.
    • Sienders, M. (speaker), van den Bongaardt, J. A. C. (speaker), Schellings, G. L. M. (speaker) & Rijlaarsdam, G. C. W. (speaker) (21-6-2012). Gedifferentieerd leren differentiëren. Een case-study naar het effect van professionaliseren in de school, Poster presentatie, ORD 2012 (Onderwijs Research Dagen), Wageningen.
    • van de Kamp, M. T. A. (speaker), Admiraal, W. F. (speaker), Rijlaarsdam, G. C. W. (speaker) & van Drie, J. P. (speaker) (21-6-2012). Metacognitie en divergent denken bij creatieve beeldende processen, Presentatie in symposium: Betekenisvol leren in erfgoed-, media- en kunsteducatie. Onderzoek in cultuureducatie, 2012. Cultuurnetwerk Nederland, Erasmus Universiteit, Rotterdam, NL.
    • Bekker, R. (speaker), Niewold, S. (speaker), Schellings, G. L. M. (speaker) & Rijlaarsdam, G. C. W. (speaker) (20-6-2012). Daltonwerk in uitvoering: een kwalitatief onderzoek naar het geven van verantwoordelijkheid aan leerlingen, Paperpresentatie in het symposium “Leeromgevingen gericht op het bevorderen van zelfgereguleerd leren”, ORD 2012 (Onderwijs Research Dagen), Wageningen, NL.
    • van Duijne, N. A. (speaker), van den Tempel, A. (speaker), ter Welle, A. (speaker), Schellings, G. L. M. (speaker) & Rijlaarsdam, G. C. W. (speaker) (20-6-2012). Het is toch af? De relatie tussen de leeromgeving en een ‘calculerende’ houding van leerlingen, Round table presentatie, ORD 2012 (Onderwijs Research Dagen), Wageningen.
    • Rijlaarsdam, G. C. W. (speaker) (7-6-2012). Onderzoek in context: met kleine en grote c, Conferentie Academische scholen in keten van onderzoek, VO-Raad, HBO-raad &VSNU, Nieuwegein, NL.
    • Rijlaarsdam, G. C. W. (invited speaker) (22-3-2012). Creating effective learning to write and writing to learn. Creating learning communities in classrooms, Keynote presentation at Conference Faglighed og Skriftlighed, Odense, Denmark.
    • van de Guchte, M. (invited speaker) & Rijlaarsdam, G. C. W. (invited speaker) (28-1-2012). Increasing Speaking and Writing Abililty, Lecture Academy Gooise Scholenfederatie, Hilversum.
    • Rijlaarsdam, G. C. W. (invited speaker) (8-12-2011). Onderzoek als basis en uitkomst van onderwijsverandering, Inleidende keynote op de Implementatieconferentie Nederlandse Taalunie, Hoeven (NL).
    • Rijlaarsdam, G. C. W. (speaker), Braaksma, M. A. H. (speaker) & Couzijn, M. J. (speaker) (25-11-2011). Academisch schrijven in voortgezet en hoger onderwijs: effectieve didactiek. Plenaire lezing at the conference, Vijfentwintigste conferentie ‘Het schoolvak Nederlands’, Den Haag (NL).
    • Rijlaarsdam, G. C. W. (speaker) (7-9-2011). Publicing strategies for Writing researchers, Presentation at the Training school COST programme Antwerp, University of Antwerp, Antwerpen (B).
    • Tillema, M. (speaker), van den Bergh, H. (speaker), Rijlaarsdam, G. C. W. (speaker) & Sanders, T. (speaker) (2-9-2011). Explaining process differences between L1 and L2 writing, Paper presented at EARLI (European Association for Research on Learning and Instruction), Exeter (UK).
    • van Weijen, D. (speaker), van den Bergh, H. (speaker), Rijlaarsdam, G. C. W. (speaker) & Tillema, M. (speaker) (2-9-2011). L1 use during L2 writing: relations between writing skill, language proficiency and text quality, Paper presented at the EARLI (European Association for Research on Learning and Instruction), Exeter (UK).
    • Fidalgo, R. (speaker), Rijlaarsdam, G. C. W. (speaker), Torrance, M. (speaker), Robledo, P. (speaker) & van den Bergh, H. (speaker) (1-9-2011). Analysis of instructional components in the strategy instruction in writing, EARLI (European Association for Research on Learning and Instruction), Exeter (UK).
    • van Steendam, E. (speaker), Rijlaarsdam, G. C. W. (speaker) & van den Bergh, H. (speaker) (1-9-2011). Collaborative revision: An investigation into how L2 language learners collaboratively revise, EARLI (European Association for Research on Learning and Instruction), Exeter (UK).
    • Braaksma, M. A. H. (speaker), Rijlaarsdam, G. C. W. (speaker) & van den Bergh, H. (speaker) (30-8-2011). Effects of observational learning in argumentative writing, Paper presented at EARLI (European Association for Research on Learning and Instruction), Exeter (UK).
    • Groenendijk, T. (speaker), Janssen, T. M. (speaker), Rijlaarsdam, G. C. W. (speaker) & van den Bergh, H. (speaker) (30-8-2011). The effect of observational learning on artistic production, Paper presented at the 14th Biennial EARLI Conference for Research on Learning and Instruction, Exeter (UK).
    • Braaksma, M. A. H. (speaker) & Rijlaarsdam, G. C. W. (speaker) (15-6-2011). Inquiry learning, hypertext writing, and observational learning as supplementary teaching methods. Workshop presented at, Paper presented at IAIMTE 8th Bi-Annual Conference (International Association for the Improvement of Mother Tongue Education), Hildesheim (D).
    • Braaksma, M. A. H. (speaker), Rijlaarsdam, G. C. W. (speaker) & van den Bergh, H. (speaker) (9-6-2011). Hypertext writing: Effects on writing processes and writing products, Paper presented at ORD (Onderwijs Research Dagen) 2011: Passie voor Leren, Maastricht (NL).
    • Rijlaarsdam, G. C. W. (speaker), Braaksma, M. A. H. (speaker), Groenendijk, T. (speaker) & Janssen, T. M. (speaker) (23-2-2011). Observation as key process in writing process research and as key process in learning to write studies. Invited key note, Paper presented at the Strukturen und Verarbeitung,33. Jahrestagung der Deutsche Gesellschaft furSprachwissenschaft (DGfS), Georg-August-Universität, Göttingen (D).
    • Rijlaarsdam, G. C. W. (speaker) (17-2-2011). Honoring substantial and sustained contributions of three writing researchers in the cognitive tradition and one in the social cultural tradition all of whom facilitated communication among writing research across borders, Paper presented at the 4th International Conference on Writing Research"Writing Research Across Borders II", George Mason Univerity at Washington DC, USA.
    • Verheyden, L. (speaker), van den Branden, K. (speaker), Rijlaarsdam, G. C. W. (speaker) & De Maeyer, S. (speaker) (17-2-2011). Noise or music? Early writing development (8-11 year olds) in the perspective of dynamic systems theory, Paper presented at the 4th International Conference on Writing Research "Writing Research Across Borders II", George Mason Univerity at Washington DC, USA.
    • van Steendam, E. (speaker), Rijlaarsdam, G. C. W. (speaker), Sercu, L. (speaker) & van den Bergh, H. (speaker) (17-2-2011). The effects of performance level and homogeneity in dyad composition in two learning conditions in learning to revise in L2, Paper presented at the 4th International Conference on Writing Research"Writing Research Across Borders II", George Mason Univerity at Washington DC, USA.
    • Braaksma, M. A. H. (speaker), Rijlaarsdam, G. C. W. (speaker) & van den Bergh, H. (speaker) (17-2-2011). Hypertext writing and observational learning: Effects on writing skills, Paper presented at the 4th International Conference on Writing Research"Writing Research Across Borders II", George Mason Univerity at Washington DC, USA.
    • Rijlaarsdam, G. C. W. (invited speaker) (29-1-2011). Onderzoeksklimaat op scholen: hoe bereik je dat en hoe houd je dat?, Keynote op de CARN conferentie (Collaborative Action Research Network)/APS (Algemeen Pedagogisch Studiecentrum), Utrecht (NL).
    • Rijlaarsdam, G. C. W. (speaker) (12-10-2010). Een brug te ver?, Lezing op de conferentie afscheid Mia Verhagen, Open Scholengemeenschap Bijlmer, Amsterdam, NL.
    • Rijlaarsdam, G. C. W. (speaker) (8-10-2010). Hoe maken we goede toetsen?, Workshop op het Herman Jordan Lyceum, Zeist, NL.
    • Tillema, M. (speaker), van den Bergh, H. (speaker), Rijlaarsdam, G. C. W. (speaker) & Sanders, T. (speaker) (8-9-2010). The effect of vocabulary knowledge on formulating activitities during the execution of L1 writing tasks, Paper presented at the 12th International Conference of the EARLI Special Interest Group on Writing, Heidelberg (D).
    • Braaksma, M. A. H. (speaker), Rijlaarsdam, G. C. W. (speaker) & van den Bergh, H. (speaker) (8-9-2010). Hypertext writing versus linear writing: Effects on pause locations and production activities and its relation with text quality, Paper presented at the 12th International Conference of the EARLI Special Interest Group on Writing, Heidelberg (D).
    • Groenendijk, T. (speaker), Janssen, T. M. (speaker), van den Bergh, H. (speaker) & Rijlaarsdam, G. C. W. (speaker) (8-9-2010). The effect of peer observation in arts education: An experimental study on learning ot write poetry and making a collage by observing peers at work, Paper presented at the 12th International Conference of the EARLI Special Interest Group on Writing, Heidelberg (D).
    • Groenendijk, T. (speaker), Janssen, T. M. (speaker), van den Bergh, H. (speaker) & Rijlaarsdam, G. C. W. (speaker) (28-6-2010). The effect of observational learning on students’ performance, processes, and motivation in two creative domains, Paper presented at the Vierde Conferentie Onderzoek in Cultuureducatie, Nijmegen, NL.
    • Rijlaarsdam, G. C. W. (invited speaker) (8-6-2010). Taal doet ertoe, Keynote op Conferentie 'Elkaars Taal Spreken', Rotterdams Onderwijsbeleid, Rotterdam (Albeda College).
    • Rijlaarsdam, G. C. W. (speaker) (2-6-2010). Werken op een academische school voor vo. Wat moet het brengen?, Lezing op de Academische Opleidingsscholen Almere, Almere, NL.
    • Tillema, M. (speaker), van den Bergh, H. (speaker), Rijlaarsdam, G. C. W. (speaker) & Sanders, T. (speaker) (26-5-2010). Online metacognitive activity during writing tasks related to self-reports and learning outcomes. The importance of modelling online metacognitive activity across the process of task execution, Paper presented at the 4th Biennial Meeting of the EARLI Special Interest Group on Metacognition, Münster (D).
    • Rijlaarsdam, G. C. W. (speaker), van Weijen, D. (speaker), Tillema, M. (speaker), Braaksma, M. A. H. (speaker) & van den Bergh, H. (speaker) (20-5-2010). L1-L2 Writing processes, text quality and learner characteristics: empirical studies. Keynote address, Symposium on second Language Writing 2010: Crossing Disciplinary boundaries, Murcia (E).
    • Rijlaarsdam, G. C. W. (speaker) (31-3-2010). Referentiekader taal; en nu praktisch?, Lezing bij Onderwijsbegeleidingsdienst, Den Haag, NL.
    • Rijlaarsdam, G. C. W. (speaker) (17-3-2010). Referentiekader taal, Lezing bij Onderwijsbegeleidingsdienst, Rotterdam, NL.
    • Rijlaarsdam, G. C. W. (speaker) (3-2-2010). Referentiekader Taal, Workshop op scholen voor VO en BO De Lage Waard, Papendrecht, NL.
    • Rijlaarsdam, G. C. W. (speaker), Braaksma, M. A. H. (speaker), Couzijn, M. J. (speaker), Toorenaar, J. M. (speaker) & Groenendijk, T. (speaker) (20-1-2010). Designing and testing effective writing instruction, Workshop at the Inservice Training Institute, Copenhagen (DK).
    • Rijlaarsdam, G. C. W. (speaker), Braaksma, M. A. H. (speaker), Kieft, M. H. (speaker), Couzijn, M. J. (speaker), Janssen, T. M. (speaker), Raedts, M. (speaker), … van den Bergh, H. (speaker) (20-1-2010). Når koden er knækket. Cracking the code. Inquiry activities to learn how text works: How classes create data and learn from these data, Keynote at Danish Writing conference, Copenhagen (DK).
    • Berden-Antonenko, T. A. (speaker), Rijlaarsdam, G. C. W. (speaker) & Sercu, L. (speaker) (25-8-2009). The effects of hands-on and minds-on dialogic learning in teaching intercultural communication, 13th Biennial European Conference for Research on Learning and Instruction (EARLI). Fostering Communities of Learners, Amsterdam (NL).
    • Verheyden, L. (speaker), van den Branden, K. (speaker), Rijlaarsdam, G. C. W. (speaker), van den Bergh, H. (speaker) & De Maeyer, S. (speaker) (25-8-2009). Teacher beliefs meet learner variables in written narratives of young second language learners, 13th Biennial European Conference for Research on Learning and Instruction (EARLI). Fostering Communities of Learners, Amsterdam (NL).
    • Verheyden, L. (speaker), van den Branden, K. (speaker), Rijlaarsdam, G. C. W. (speaker), van den Bergh, H. (speaker), Tillema, M. (speaker) & De Maeyer, S. (speaker) (25-8-2009). Do Turkish girls outperform Flemish boys? What do their teachers expect? What do their texts tell?, 13th Biennial European Conference for Research on Learning and Instruction (EARLI). Fostering Communities of Learners, Amsterdam (NL).
    • van Steendam, E. (speaker), Rijlaarsdam, G. C. W. (speaker), van den Bergh, H. (speaker) & De Maeyer, S. (speaker) (25-8-2009). The effects of performance level and homogeneity in dyad composition in two learning conditions on learning to revise in L2, 13th Biennial European Conference for Research on Learning and Instruction (EARLI). Fostering Communities of Learners, Amsterdam (NL).
    • Witte, T. (speaker), Rijlaarsdam, G. C. W. (speaker) & Schram, D. (speaker) (25-8-2009). Teachers’ developmental model of reading and interpretation, 13th Biennial European Conference for Research on Learning and Instruction (EARLI). Fostering Communities of Learners, Amsterdam (NL).
    • Braaksma, M. A. H. (speaker), Rijlaarsdam, G. C. W. (speaker) & van den Bergh, H. (speaker) (25-8-2009). Hypertext writing: Effects on writing processes and writing products, 13th Biennial European Conference for Research on Learning and Instruction (EARLI). Fostering Communities of Learners, Amsterdam (NL).
    • Toorenaar, J. M. (speaker) & Rijlaarsdam, G. C. W. (speaker) (25-8-2009). Fostering a community of learners in pre-vocational Dutch secondary education for language learning in the L1 classroom, 13th Biennial European Conference for Research on Learning and Instruction (EARLI). Fostering Communities of Learners, Amsterdam (NL).
    • Couzijn, M. J. (speaker), Kieft, M. H. (speaker), Rijlaarsdam, G. C. W. (speaker) & van den Bergh, H. (speaker) (25-8-2009). Inquiry learning in the language and literature classroom. Learning to write about research in secondary education, 13th Biennial European Conference for Research on Learning and Instruction (EARLI). Fostering Communities of Learners, Amsterdam (NL).
    • Groenendijk, T. (speaker), Janssen, T. M. (speaker), Rijlaarsdam, G. C. W. (speaker) & van den Bergh, H. (speaker) (25-8-2009). Observational learning in Cultural and Arts Education; Supporting students’ processes in two artistic domains: poetry and visual arts, 13th Biennial European Conference for Research on Learning and Instruction (EARLI). Fostering Communities of Learners, Amsterdam (NL).
    • Schuitema, J. A. (speaker), Rijlaarsdam, G. C. W. (speaker), Veugelers, W. M. M. H. (speaker) & ten Dam, G. T. M. (speaker) (25-8-2009). Discussing moral values in history class: A dialogic approach to citizenship education, 13th Biennial European Conference for Research on Learning and Instruction (EARLI). Fostering Communities of Learners, Amsterdam (NL).
    • Rijlaarsdam, G. C. W. (speaker), van den Bergh, H. (speaker), van Weijen, D. (speaker), Janssen, T. M. (speaker), Braaksma, M. A. H. (speaker) & Tillema, M. (speaker) (25-8-2009). Cognitive processes during writing processes and their relation with text quality, 13th Biennial European Conference for Research on Learning and Instruction (EARLI). Fostering Communities of Learners, Amsterdam (NL).
    • Rijlaarsdam, G. C. W. (speaker) (3-7-2009). Readers’ feedback in Writing Education, School of Education, London University, London (UK).
    • Groenendijk, T. (speaker), Janssen, T. M. (speaker) & Rijlaarsdam, G. C. W. (speaker) (23-6-2009). Observational learning in Cultural and Arts Education; Supporting students’ processes in two artistic domains: poetry and visual arts, 7th IAIMTE-conference, June 23-26, 2009, Toronto (Can).
    • Braaksma, M. A. H. (speaker), Rijlaarsdam, G. C. W. (speaker) & Couzijn, M. J. (speaker) (23-6-2009). Hypertext writing, observational learning and inquiry learning as supplementary teaching methods (Workshop), 7th IAIMTE-conference, June 23-26, 2009, Toronto (Can).
    • Rijlaarsdam, G. C. W. (speaker) (16-5-2009). Learning to write without writing (Workshop), National Teachers Association Australia at Edith Cowan University, Perth (AUS).
    • Rijlaarsdam, G. C. W. (speaker) (14-5-2009). Readers feedback in writing education: an overview, Edith Cowan University, Perth (AUS).
    • Rijlaarsdam, G. C. W. (speaker) (12-5-2009). Design Research in writing education research: theory and practice, Edith Cowan University, Perth (AUS).
    • Rijlaarsdam, G. C. W. (speaker) (8-5-2009). Observational learning in writing education: an overview, Edith Cowan University, Perth (AUS).
    • Rijlaarsdam, G. C. W. (speaker) (6-5-2009). Writing process research: an overview, Edith Cowan University, Perth (AUS).
    • Rijlaarsdam, G. C. W. (speaker) (28-4-2009). Inquiry learning in writing education (Invited Keynote), University of Cyprus, Nicosia (CY).
    • Braaksma, M. A. H. (speaker) & Rijlaarsdam, G. C. W. (speaker) (13-4-2009). Inquiry and observation of peers in learning to write: The Yummy Yummy case, 2009 Annual Meeting of the American Educational Research Association (AERA), San Diego (USA).
    • Rijlaarsdam, G. C. W. (speaker), Braaksma, M. A. H. (speaker), Couzijn, M. J. (speaker), Raedts, M. (speaker), van Steendam, E. (speaker), Janssen, T. M. (speaker), … van den Bergh, H. (speaker) (17-11-2008). Inquiry as key activity in learning to write and writing to learn (Keynote), Norwegian Conference on Writing as fundamental skill in language education and other school subjects, Trondheim (NO).
    • van den Bergh, H. (speaker) & Rijlaarsdam, G. C. W. (speaker) (7-11-2008). Doorlopende leerlijnen, Studiedag Levende Talen, Zwolle.
    • Rijlaarsdam, G. C. W. (speaker) (7-11-2008). Niveaubeschrijvingen Taalonderwijs zijn geen doorlopende leerlijnen, Studiedag Levende Talen, Zwolle.
    • Rijlaarsdam, G. C. W. (speaker) (6-11-2008). Niveaubeschrijvingen Taalonderwijs basisonderwijs, Conferentie Taal en Rekenen SLO, Zwolle.
    • Rijlaarsdam, G. C. W. (speaker) (30-10-2008). Niveaubeschrijvingen Taalonderwijs basisonderwijs en eerste fase van voortgezet onderwijs, Conferentie Doorlopende Leerlijnen KPC, Wageningen.
    • Groenendijk, T. (speaker), Janssen, T. M. (speaker) & Rijlaarsdam, G. C. W. (speaker) (19-6-2008). Creative processes in motion: Students’ different approaches to creating a computer animation, 2e conferentie Onderzoek in Cultuureducatie van Cultuurnetwerk, Groningen (NL).
    • van Steendam, E. (speaker), Rijlaarsdam, G. C. W. (speaker), Sercu, L. (speaker) & van den Bergh, H. (speaker) (11-6-2008). Modeling: An effective instructional strategy in collaborative revisions and its transfer effect to writing, EARLI, Special Interest Group (SIG) Writing, Lund (Sw).
    • Tillema, M. (speaker), van den Bergh, H. (speaker), Rijlaarsdam, G. C. W. (speaker) & Sanders, T. (speaker) (11-6-2008). Intentional adaptation as a key feature of skilled writing, EARLI, Special Interest Group (SIG) Writing, Lund (Sw).
    • Verheijden, L. (speaker), Rijlaarsdam, G. C. W. (speaker) & VandenBranden, K. (speaker) (11-6-2008). Teacher cognitions, and L2-writing classroom practices in primary schools in Flanders, EARLI, Special Interest Group (SIG) Writing, Lund (Sw).
    • Braaksma, M. A. H. (speaker) & Rijlaarsdam, G. C. W. (speaker) (11-6-2008). Learning and writing processes during inquiry learning and hypertext and linear writing, EARLI, Special Interest Group (SIG) Writing, Lund (Sw).
    • Braaksma, M. A. H. (speaker), Rijlaarsdam, G. C. W. (speaker) & van den Bergh, H. (speaker) (11-6-2008). Writing process during hypertext and linear writing, EARLI, Special Interest Group (SIG) Writing, Lund (Sw).
    • Toorenaar, J. M. (speaker) & Rijlaarsdam, G. C. W. (speaker) (11-6-2008). Fostering a writing community, EARLI, Special Interest Group (SIG) Writing, Lund (Sw).
    • van Weijen, D. (speaker), van den Bergh, H. (speaker), Rijlaarsdam, G. C. W. (speaker) & Sanders, T. (speaker) (11-6-2008). Comparing the relationship between cognitive activities and text quality in L1 and L2 writing, EARLI, Special Interest Group (SIG) Writing, Lund (Sw).
    • Rijlaarsdam, G. C. W. (speaker), Braaksma, M. A. H. (speaker), Kieft, M. H. (speaker), Couzijn, M. J. (speaker), Janssen, T. M. (speaker), Raedts, M. (speaker), … van den Bergh, H. (speaker) (26-2-2008). What works in writing: writing processes and learning to write interventions, Presentation at University of Toronto, Toronto (Can).
    • Braaksma, M. A. H. (speaker), Rijlaarsdam, G. C. W. (speaker), Janssen, T. M. (speaker) & van den Bergh, H. (speaker) (22-2-2008). Writing hypertexts: Effects on writing and knowing, Writing Research Across the Borders, 3rd International Santa Barbara Conference on Writing Research, Santa Barbara (Ca, USA).
    • Rijlaarsdam, G. C. W. (speaker), Braaksma, M. A. H. (speaker), Kieft, M. H. (speaker), Couzijn, M. J. (speaker), Janssen, T. M. (speaker), Raedts, M. (speaker), … van den Bergh, H. (speaker) (22-2-2008). The yummy yummy case: Learning to write--Observing readers and writers (Keynote), Writing Research Across the Borders, 3rd International Santa Barbara Conference on Writing Research, Santa Barbara (Ca, USA).
    • Rijlaarsdam, G. C. W. (speaker) (8-2-2008). Doorlopende leerlijnen Taal, Dag voor Kunst, Taal & Literatuur, Groningen.
    • Rijlaarsdam, G. C. W. (speaker) (30-1-2008). Meer leerlingen op niveau, Conferentie Taalbeleid Amsterdam, De Meervaart.
    • Braaksma, M. A. H. (speaker) & Rijlaarsdam, G. C. W. (speaker) (16-11-2007). Hypertekst schrijven en ontdekkend leren als aanvullende didactiek, Eenentwintigste conferentie Het Schoolvak Nederlands, Utrecht.
    • Rijlaarsdam, G. C. W. (speaker) & Braaksma, M. A. H. (speaker) (9-11-2007). Writing processes and the teaching of writing in 60 minutes, Opening address at the Annual conference of the British Psychological Society, Psychology of Education Section, Stoke-on-Trent (UK).
    • Braaksma, M. A. H. (speaker), Rijlaarsdam, G. C. W. (speaker) & Janssen, T. M. (speaker) (1-9-2007). Writing hypertexts: Learning and transfer effects, 12th European Conference for Research on Learning and Instruction, Budapest (H).
    • Kieft, M. H. (speaker), Rijlaarsdam, G. C. W. (speaker) & van den Bergh, H. (speaker) (28-8-2007). Inquiry and learning to write expository texts, 12th European Conference for Research on Learning and Instruction, Budapest (H).
    • Groenendijk, T. (speaker), Janssen, T. M. (speaker), Rijlaarsdam, G. C. W. (speaker) & van den Bergh, H. (speaker) (28-8-2007). How do secondary school students write short stories? About the relation between writing process and the quality of the final text, 12th European Conference for Research on Learning and Instruction, Budapest (H).
    • Rijlaarsdam, G. C. W. (speaker) (7-7-2007). Writing, Learning to write - Writing to learn, Keynote international Tagung des Forschungsverbunds Textproduction und Schreibcompetenz: Textqualitäten, literale Kompetenzen und Perspektiven der Intervention, Giessen (D).
    • Groenendijk, T. (speaker), Janssen, T. M. (speaker), Rijlaarsdam, G. C. W. (speaker) & van den Bergh, H. (speaker) (22-6-2007). How do secondary school students write poetry? About the relation between process and product, Conferentie Onderzoek in Cultuureducatie, Utrecht.
    • Rijlaarsdam, G. C. W. (speaker) & Braaksma, M. A. H. (speaker) (6-6-2007). Learning by observation of task processes to acquire writing skills. Exploring and testing interactions between learning conditions and student characteristics, Symposium Exemplary Learning, Utrecht.
    • Kieft, M. H. (speaker) & Rijlaarsdam, G. C. W. (speaker) (26-3-2007). Increasing the effects of writing-to-learn: Adapting a writing course to students’writing strategies, IAIMTE 2007. Crossing cultural boundaries, Exeter (UK).
    • Braaksma, M. A. H. (speaker), Rijlaarsdam, G. C. W. (speaker) & Janssen, T. M. (speaker) (26-3-2007). Writing hypertexts versus linear texts: Learning and transfer effects, IAIMTE 2007. Crossing cultural boundaries, Exeter (UK).
    • Rijlaarsdam, G. C. W. (speaker), Janssen, T. M. (speaker) & Braaksma, M. A. H. (speaker) (14-3-2007). Hypertekst schrijven, Nascholingsbijeenkomst van de Universiteit Antwerpen, Antwerpen (B).
    • Rijlaarsdam, G. C. W. (speaker), Raedts, M. (speaker) & Vellekoop, H. (speaker) (24-11-2006). De kracht en beperkingen van observerend leren in taalonderwijs, Presentaties en workshops voor docenten en vakdidactici Nederlands, Universiteit Antwerpen, Antwerpen (B).
    • Kieft, M. H. (speaker) & Rijlaarsdam, G. C. W. (speaker) (17-11-2006). Daag ze uit. Een pleidooi om het onderwijs Nederlands in het vwo aantrekkelijker en zwaarder te maken, Het schoolvak Nederlands, Gent (B).
    • Kieft, M. H. (speaker) & Rijlaarsdam, G. C. W. (speaker) (17-11-2006). Onderzoekend leren bij Nederlands, Het schoolvak Nederlands, Gent (B).
    • Braaksma, M. A. H. (speaker), Rijlaarsdam, G. C. W. (speaker), Janssen, T. M. (speaker), Broekema, G. (speaker) & Janson, G. (speaker) (17-11-2006). Hypertekst schrijven als aanvullende didactiek, Het schoolvak Nederlands, Gent (B).
    • Rijlaarsdam, G. C. W. (speaker) & Braaksma, M. A. H. (speaker) (15-11-2006). Analyzing inputlog data. Simple factoranalysis, Inputlog Beta 2 workshop, Antwerpen (B).
    • Rijlaarsdam, G. C. W. (speaker), van Weijen, D. (speaker) & van den Bergh, H. (speaker) (10-11-2006). Relations between writing processes and text quality: when and how, Discourse, Cognition & Communication, Utrecht (NL).
    • van den Bergh, H. (speaker), van Weijen, D. (speaker) & Rijlaarsdam, G. C. W. (speaker) (9-11-2006). Writing processes and text quality, Discourse, cognition & communication. 25 Jaar Utrechtse taalbeheersing, Utrecht.
    • Wilkinson, R. (speaker), Rijlaarsdam, G. C. W. (speaker) & van Essen, A. (speaker) (20-9-2006). Student citations: reflection of increasing expertise, 10th International Conference of the EARLI Special Interest Group on Writing, Antwerpen (B).
    • Kieft, M. H. (speaker) & Rijlaarsdam, G. C. W. (speaker) (20-9-2006). Increasing the effects of writing-to-learn. Adapting a writing course to students’ writing strategies, 10th International Conference of the EARLI Special Interest Group on Writing, Antwerpen (B).
    • Tillema-Kortman, M. (speaker), van den Bergh, H. (speaker) & Rijlaarsdam, G. C. W. (speaker) (20-9-2006). The influence of vocabulary knowledge on task execution during L2 writing, 10th International Conference of the EARLI Special Interest Group on Writing, Antwerpen (B).
    • van Steendam, E. (speaker), Rijlaarsdam, G. C. W. (speaker) & Sercu, L. (speaker) (20-9-2006). Improving text coherence through peer revision. Do ESL-students revise more and better when being trained with peer revision?, 10th International Conference of the EARLI Special Interest Group on Writing, Antwerpen (B).
    • van Weijen, D. (speaker), van den Bergh, H. (speaker), Rijlaarsdam, G. C. W. (speaker) & Sanders, T. (speaker) (20-9-2006). Hierarchical analysis of think aloud protocols, 10th International Conference of the EARLI Special Interest Group on Writing, Antwerpen (B).
    • Braaksma, M. A. H. (speaker) & Rijlaarsdam, G. C. W. (speaker) (20-9-2006). Writing hypertexts versus linear texts: Learning and transfer effects, 10th International Conference of the EARLI Special Interest Group on Writing, Antwerpen (B).
    • Witte, T. (speaker), Janssen, T. M. (speaker) & Rijlaarsdam, G. C. W. (speaker) (22-6-2006). Literary competence and the literature curriculum. Two empirical studies to describe the variation in the literature curriculum and the development of literary competence in upper secondary education in the Netherlands, International Colloquium Mother Tongue Education in a Multicultural World: Case Studies and Networking for Change, Sinaia (RO).
    • Janssen, T. M. (speaker) & Rijlaarsdam, G. C. W. (speaker) (27-4-2006). Describing the Dutch literature curriculum; A theoretical and empirical approach, Council of Europe Conference ‘Towards a Common European Framework of Reference for Languages of School Education?'.
    • Rijlaarsdam, G. C. W. (speaker), Raedts, M. (speaker) & Piena, I. (speaker) (21-4-2006). De kracht en beperkingen van observerend leren in taalonderwijs, Presentaties en workshops voor docenten en vakdidactici Nederlands, Universiteit Antwerpen, Antwerpen (B).
    • Rijlaarsdam, G. C. W. (speaker) (3-2-2006). Leren communiceren, Dag van Taal, Kunsten & Cultuur, Rijksuniversiteit Groningen, Groningen (NL).
    • Rijlaarsdam, G. C. W. (speaker), Samihaian, F. (speaker) & Aase, L. (speaker) (21-11-2005). Elements for an L1 (Language of instruction) prototype/FramEwork to analyze, compare and validate curricula, Seminar on Languages of Education: Policies and standards, Strasbourg (FR).
    • Witte, T. (speaker), Janssen, T. M. (speaker) & Rijlaarsdam, G. C. W. (speaker) (21-11-2005). Literary competence in L1: What students can do with literary texts and what literature education entails, Seminar on Languages of Education: Policies and standards, Strasbourg (FR).
    • van den Bergh, H. (speaker), Rijlaarsdam, G. C. W. (speaker), Janssen, T. M. (speaker), Braaksma, M. A. H. (speaker), van Weijen, D. (speaker) & Tillema, M. (speaker) (26-10-2005). Analyzing task processes, relating process to learner and task characteristics and to output quality. Statistical modeling, demonstrated for writing processes and reading literary texts in 60 minute, Gold Standard(s) of Quality Research in Science Literacy Conference, Dunsmuir Lodge (Univ of Victoria, British Columbia), Victoria (CA).
    • Toorenaar, J. M. (speaker) & Rijlaarsdam, G. C. W. (speaker) (23-8-2005). Redesigning mother-tongue education in pre-vocational education by fostering a community of learners, 11th European Conference for Learning and Instruction (EARLI), Nicosia (CY).
    • van Weijen, D. (speaker), van den Bergh, H. (speaker), Rijlaarsdam, G. C. W. (speaker) & Sanders, T. (speaker) (22-8-2005). Adaptivity: Transferring writing processes between tasks (in L1) and between languages (from L1 to FL English), 11th European Conference for Learning and Instruction (EARLI), Nicosia (CY).
    • Quoc Lap, T. (speaker) & Rijlaarsdam, G. C. W. (speaker) (22-8-2005). Learning to learn by using the target language autonomously, 11th European Conference for Learning and Instruction (EARLI), Nicosia (CY).
    • van den Bergh, H. (speaker), Rijlaarsdam, G. C. W. (speaker) & Broekkamp, H. (speaker) (22-8-2005). Adaptivity: Interpreting task approaches in weak and strong learners in various domains of learning, 11th European Conference for Learning and Instruction (EARLI), Nicosia (CY).
    • Braaksma, M. A. H. (speaker) & Rijlaarsdam, G. C. W. (speaker) (22-8-2005). Effective learning environments: Students as participants and observers while defining text quality criteria, 11th European Conference for Learning and Instruction (EARLI), Nicosia (CY).
    • Toorenaar, J. M. (speaker) & Rijlaarsdam, G. C. W. (speaker) (22-8-2005). Innovating Mother-Tongue Education in pre-vacational education: Fostering a community of learners, 11th European Conference for Learning and Instruction (EARLI), Nicosia (CY).
    • Braaksma, M. A. H. (speaker), Janssen, T. M. (speaker) & Rijlaarsdam, G. C. W. (speaker) (22-8-2005). Differences in adaptivity between good and weak literature readers, 11th European Conference for Learning and Instruction (EARLI), Nicosia (CY).
    • Janssen, T. M. (speaker), Braaksma, M. A. H. (speaker), Rijlaarsdam, G. C. W. (speaker) & van den Bergh, H. (speaker) (22-8-2005). Flexibility in reading literary texts; differences between weak and strong adolescent readers, 11th European Conference for Learning and Instruction (EARLI), Nicosia (CY).
    • Boersma, A. M. E. (speaker), Toorenaar, J. M. (speaker), Krol, K. (speaker), ten Dam, G. T. M. (speaker), Rijlaarsdam, G. C. W. (speaker), Volman, M. L. L. (speaker), … Sleegers, P. J. C. (speaker) (22-8-2005). Communities of learners in pre-vocational education, 11th European Conference for Learning and Instruction (EARLI), Nicosia (CY).
    • van den Bergh, H. (speaker) & Rijlaarsdam, G. C. W. (speaker) (4-7-2005). Analysing writing processes: Methodology course in 60 minutes, Ecole thématique: Analyses pluridisciplinaire de l'ecriture. Convergencess et Débats, Poitiers (FR).
    • Rijlaarsdam, G. C. W. (speaker), Braaksma, M. A. H. (speaker), Couzijn, M. J. (speaker), Janssen, T. M. (speaker), Kieft, M. H. (speaker), Broekkamp, H. (speaker) & van den Bergh, H. (speaker) (4-7-2005). Psychology and the teaching of writing in 60 minutes, Ecole thématique: Analyses pluridisciplinaire de l'ecriture. Convergencess et Débats, Poitiers (FR).
    • Janssen, T. M. (speaker), Braaksma, M. A. H. (speaker) & Rijlaarsdam, G. C. W. (speaker) (2-6-2005). Lezen in de diepte; literatuur leren interpreteren door vragen stellen, Stichting Lezen-congres Lezen in de lengte en lezen in de breedte (VU), Amsterdam (NL).
    • Kieft, M. H. (speaker) & Rijlaarsdam, G. C. W. (speaker) (11-5-2005). Learning-to-write argumentative texts about literature, 5th Conference of the International Association for the Improvement of Mother Tongue Education (IAIMTE), Albi (FR).
    • Toorenaar, J. M. (speaker) & Rijlaarsdam, G. C. W. (speaker) (10-5-2005). The classroom as community of learners for students for mother tongue education in pre-vocational education, 5th Conference of the International Association for the Improvement of Mother Tongue Education (IAIMTE), Albi (FR).
    • Vedder, S. C. (speaker), Kuiken, F. (speaker) & Rijlaarsdam, G. C. W. (speaker) (9-4-2005). Schrijven in het Frans: makkelijk of moeilijk?, Frans, een wereldtaal, Ede (NL).
    • Rijlaarsdam, G. C. W. (speaker) (28-1-2005). De Smikkelcasus: leren schrijven van argumentatieve teksten in de brugklas en verder, Good Practice Day, Leiden (NL).
    • Rijlaarsdam, G. C. W. (speaker), van den Bergh, H. (speaker), Couzijn, M. J. (speaker), Braaksma, M. A. H. (speaker), Kieft, M. H. (speaker) & Janssen, T. M. (speaker) (12-11-2004). Issues in the Teaching of Writing: creating purpose, audience, & communities of learners, Seminar Reconceptualizing Writing 5-16: Cross phase and cross disciplinary perspectives, Londen (GB).
    • Wilkinson, R. (speaker), Rijlaarsdam, G. C. W. (speaker) & van Essen, A. (speaker) (22-9-2004). Patterns of citation behavior in published psychology articles, 9th International Conference of the EARLI Special Interest Group of Writing, Geneva (S).
    • Rijlaarsdam, G. C. W. (speaker) & van den Bergh, H. (speaker) (22-9-2004). Idea Generation during writing in a dynamic, compensatory process: An online study, 9th International Conference of the EARLI Special Interest Group of Writing, Geneva (S).
    • van Weijen, D. (speaker), van den Bergh, H. (speaker), Rijlaarsdam, G. C. W. (speaker) & Sanders, T. (speaker) (22-9-2004). Writing Processes in L1 and in a Foreign Language: A first exploration, 9th International Conference of the EARLI Special Interest Group of Writing, Geneva (S).
    • Raedts, M. (speaker), Dames, F. (speaker), van Waes, K. (speaker) & Rijlaarsdam, G. C. W. (speaker) (22-9-2004). Match or mismatch? Students' self-efficacy beliefs and their scores on a difficult writing task, 9th International Conference of the EARLI Special Interest Group of Writing, Geneva (S).
    • Rijlaarsdam, G. C. W. (speaker) & Braaksma, M. A. H. (speaker) (22-9-2004). Students as researchers: Defining text quality criteria, 9th International Conference of the EARLI Special Interest Group of Writing, Geneva (S).
    • Kieft, M. H. (speaker) & Rijlaarsdam, G. C. W. (speaker) (20-9-2004). Writing styles and writing tasks, 9th International Conference of the EARLI Special Interest Group of Writing, Geneva (S).
    • Rijlaarsdam, G. C. W. (speaker), Braaksma, M. A. H. (speaker), Couzijn, M. J. (speaker), Janssen, T. M. (speaker), Kieft, M. H. (speaker), Broekkamp, H. (speaker) & van den Bergh, H. (speaker) (9-9-2004). Psychology and the teaching of writing in 60 minutes (Invited Speaker), Seminar British Journal of Educational Psychology. `Pedagogy: Teaching for Learning'. University of Leeds, Leeds (GB).
    • Raedts, M. (speaker), Daems, F. (speaker), van Waes, L. (speaker) & Rijlaarsdam, G. C. W. (speaker) (9-6-2004). De invloed van zelfeffectiviteitsverwachtingen op de schrijfprestaties van eerstejaarsstudenten, Onderwijs Research Dagen 2004, Utrecht (NL).
    • Rymenans, R. (speaker), De Maeyer, S. (speaker), Van Petegem, P. (speaker), van den Bergh, H. (speaker) & Rijlaarsdam, G. C. W. (speaker) (9-6-2004). Schooleffectiviteit in het Vlaams technisch- en beroepsonderwijs. Een multivariate multilevelanalyse, Onderwijs Research Dagen 2004, Utrecht (NL).
    • Rijlaarsdam, G. C. W. (speaker) (20-5-2004). Writing to learn versus learning to write: An international perspective, 7th National Writing Across the Curriculum Conference, St. Louis, Missouri (USA).
    • Kieft, M. H. (speaker) & Rijlaarsdam, G. C. W. (speaker) (20-5-2004). Learning to write argumentative texts about literature, 7th National Writing Across the Curriculum Conference, St. Louis, Missouri (USA).
    • Rijlaarsdam, G. C. W. (speaker) & van den Bergh, H. (speaker) (16-4-2004). Schrijven in het Nederlands en in het Engels, Anéla Studiedag 'Kijk op schrijven in T1 en T2', Utrecht (NL), UU.
    • Rijlaarsdam, G. C. W. (speaker) & Braaksma, M. A. H. (speaker) (6-2-2004). Lessen uit onderzoek: De Smikkel Case, Conferentie Kunst, Taal & Cultuur, Rijksuniversiteit Groningen, Groningen (NL).
    • van Batenburg, E. (speaker), Rijlaarsdam, G. C. W. (speaker) & Ides, J. C. P. (speaker) (29-1-2004). Leentjebuur: een programma engels in de bovenbouw, afgestemd op, en opgesteld met hulp van Nederlands, Workshop Jaarvergadering Vereniging voor Leraren in Levende Talen, Utrecht (NL), Domstad Academie.
    • Rijlaarsdam, G. C. W. (speaker) & van den Bergh, H. (speaker) (2004). The development and validation of the speaking apprehension measure, 25th international conference of the Stress and Anxiety Research Society, Amsterdam (NL).
    • Rijlaarsdam, G. C. W. (speaker) (6-10-2003). Observation as research and learning tool in methodology of writing, Studium Generale of the University of Olomouc, Olomouc (Cs).
    • Galbraith, D. (speaker) & Rijlaarsdam, G. C. W. (speaker) (26-8-2003). Psychological analysis of the processes of using language for learning, 10th European Conference for Learning and Instruction, Padua (I).
    • Rijlaarsdam, G. C. W. (speaker) (26-8-2003). Keynote: Studying processes in writing and reading literary fiction: outcomes for researchers & learners, 10th European Conference for Learning and Instruction, Padua (I).
    • Broekkamp, H. (speaker), van den Bergh, H. (speaker), van Hout-Wolters, B. H. A. M. (speaker) & Rijlaarsdam, G. C. W. (speaker) (26-8-2003). Task demands and test expectations: Theory and empirical research on students' self-regulated studying in preparation for teacher-made tests, 10th European Conference for Learning and Instruction, Padua (I).
    • Janssen, T. M. (speaker), Braaksma, M. A. H. (speaker), Rijlaarsdam, G. C. W. (speaker) & Couzijn, M. J. (speaker) (26-8-2003). Reading for points and problems. A study of students' literary interpretation processes, 10th European Conference for Learning and Instruction, Padua (I).
    • Rijlaarsdam, G. C. W. (speaker) & Witte, Th. (speaker) (28-7-2003). A heuristic model for evaluating L1 textbooks, 4th International Conference of the International Association for the Improvement of Mother Tongue Education, Lissabon (P).
    • Kieft, M. H. (speaker) & Rijlaarsdam, G. C. W. (speaker) (28-7-2003). Learning to write argumentative texts about literature, 4th International Conference of the International Association for the Improvement of Mother Tongue Education, Lissabon (P).
    • Janssen, T. M. (speaker), Rijlaarsdam, G. C. W. (speaker) & Couzijn, M. J. (speaker) (28-7-2003). Reading for points and problems. A study of students' literary interpretation processes, 4th International Conference of the International Association for the Improvement of Mother Tongue Education, Lissabon (P).
    • Janssen, T. M. (speaker), Braaksma, M. A. H. (speaker) & Rijlaarsdam, G. C. W. (speaker) (28-7-2003). "The interview" by Primo L. A study of students' processes of interpretation, related to the quality of their post reading responses, 4th International Conference of the International Association for the Improvement of Mother Tongue Education, Lissabon (P).
    • Rijlaarsdam, G. C. W. (speaker) (18-6-2003). Levende Talendidactiek, Landelijke Studiedag Talendidactici, Universiteit Leiden (NL).
    • Rijlaarsdam, G. C. W. (speaker), Braaksma, M. A. H. (speaker) & Couzijn, M. J. (speaker) (12-5-2003). Vreemd Talenonderwijs. Twee lesvoorbeelden. Openingslezing Landelijke Studiedag Vakdidactiek Nederlands, Landelijke Studiedag Vakdidactiek Nederlands, Utrecht.
    • Rigo-Toh, R. (speaker), Ure, C. (speaker) & Rijlaarsdam, G. C. W. (speaker) (3-3-2003). Early literacy: what do preschool teachers think and do about it?, Conference on early literacy, University of Warwick (UK).
    • Rijlaarsdam, G. C. W. (speaker), van Batenburg, E. (speaker) & Ides, J. C. P. (speaker) (14-2-2003). Making connections. Empowering content and Methodology of L1-L2 lessons in Upper Secondary Education in the Netherlands, Congres Engels, Woutschoten (NL).
    • Braaksma, M. A. H. (speaker), Rijlaarsdam, G. C. W. (speaker), van den Bergh, H. (speaker) & van Hout-Wolters, B. H. A. M. (speaker) (16-12-2002). Observational learning and its effects on the orchestration of writing processes, VioT 2002, Antwerpen (B).
    • Rijlaarsdam, G. C. W. (speaker), Couzijn, M. J. (speaker) & Braaksma, M. A. H. (speaker) (1-11-2002). Teaching composition in secondary education, Second International Conference on Literacy, Literacy in the New Millennium, Patras (Gr).
    • Couzijn, M. J. (speaker) & Rijlaarsdam, G. C. W. (speaker) (12-9-2002). Learning about physics by explaining to peer students, Int Conf on Ontological, Epistemological, Linguistic and Pedagogical Considerations of Language and Science Literacy: Empowering Research and Informing Instruction, University of Victoria (Ca).
    • Couzijn, M. J. (speaker), Rijlaarsdam, G. C. W. (speaker) & van den Bergh, H. (speaker) (10-7-2002). Writing in L1 and L2: does it make a difference?, 8 th International Conference of EARLI, Stafford (UK).
    • Couzijn, M. J. (speaker), Rijlaarsdam, G. C. W. (speaker) & van den Bergh, H. (speaker) (10-7-2002). Writing about literature in modern text books: An analysis, EARLI, SIG Writing, Stafford (UK).
    • Braaksma, M. A. H. (speaker), Rijlaarsdam, G. C. W. (speaker), van den Bergh, H. (speaker) & van Hout-Wolters, B. H. A. M. (speaker) (10-7-2002). Observational learning and its effects on the orchestration of writing processes, 8 th International Conference of EARLI, Stafford (UK).
    • Braaksma, M. A. H. (speaker), Rijlaarsdam, G. C. W. (speaker), van den Bergh, H. (speaker) & van Hout-Wolters, B. H. A. M. (speaker) (29-5-2002). Observational learning and its effects on the orchestration of writing processes, Onderwijs Research Dagen, Antwerpen (B).
    • Rijlaarsdam, G. C. W. (speaker) (27-5-2002). Examenbespreking HAVO-VWO, eerste tijdvak, Vereniging van Leraren in Levende Talen, Utrecht.
    • Rijlaarsdam, G. C. W. (speaker) (22-5-2002). Examens. Motor van vernieuwing?, Vereniging voor funderend Onderwijs, Amersfoort.
    • Rijlaarsdam, G. C. W. (speaker) (22-5-2002). Examens. Motor van vernieuwing?, Vereniging voor funderend Onderwijs, Amersfoort.
    • Rijlaarsdam, G. C. W. (speaker), Braaksma, M. A. H. (speaker) & Couzijn, M. J. (speaker) (29-4-2002). Teaching written composition in secondary education, CMI seminar Writing, University of Hong Kong.
    • Rijlaarsdam, G. C. W. (speaker) (27-4-2002). Teaching L1 and L2 in future Europe. Making connections in bilingual education, Conference Advancing Mother Tongue Education: Local and International Experience, University of Hong Kong, org by CMI Support Centre.
    • Rijlaarsdam, G. C. W. (speaker) (2-3-2002). Engels een vreemde taal?, Studie Engels Levende Talen, Utrecht.
    • Rijlaarsdam, G. C. W. (speaker) (1-3-2002). Vreemd talenonderwijs, Talencentrum, Horizon College Hoorn.
    • Rijlaarsdam, G. C. W. (speaker) (15-2-2002). Taaldidactisch onderzoeksprogramma, Amsterdam Centre of Language & Communication, University of Amsterdam.
    • Rijlaarsdam, G. C. W. (speaker), Couzijn, M. J. (speaker) & Braaksma, M. A. H. (speaker) (9-12-2001). Creating learning environments in L1-education = Creating researching communities., Second International Symposium of the National Education Institute of Slovenia., Portoroz (Sl).
    • Rijlaarsdam, G. C. W. (speaker) (15-11-2001). Vreemd Talenonderwijs., Languages: Promoting Good Practices., Rotterdam (NL).
    • Braaksma, M. A. H. (speaker), Rijlaarsdam, G. C. W. (speaker) & van den Bergh, H. (speaker) (28-8-2001). Observational Learning and the Effects of Model-Observer Similarity., 9th European Conference for Research on Learning and Instruction., Fribourg (Ch).
    • Braaksma, M. A. H. (speaker), Rijlaarsdam, G. C. W. (speaker) & van den Bergh, H. (speaker) (25-6-2001). Observational Learning and the Effects of Model-Observer Similarity., Onderwijs Research Dagen (ORD), Amsterdam.
    • Rijlaarsdam, G. C. W. (speaker) (14-6-2001). De universitaire lerarenopleiding aan de UvA., Studiedag inspecteurs Vreemde Talenonderwijs uit Vlaanderen en Nederland, Dordrecht (NL).
    • Rijlaarsdam, G. C. W. (speaker), van den Bergh, H. (speaker) & Couzijn, M. J. (speaker) (10-4-2001). Global and local issues in European writing research: The richness of variety., Syposium AERA 2001, April 10-13, Seattle. International Research into Writing: An European-American Dialogue on Global and Local Issues., Seattle (USA).
    • Couzijn, M. J. (speaker), van den Bergh, H. (speaker) & Rijlaarsdam, G. C. W. (speaker) (7-9-2000). Writing processes and text quality: effects of L1/L2., International Meeting of the EARLI SIG 'Writing'., Verona.
    • Braaksma, M. A. H. (speaker), Rijlaarsdam, G. C. W. (speaker) & Couzijn, M. J. (speaker) (1-8-2000). Learning to read and write by observation. Presentation at the Fourth International Conference for Global Conversations on Language and Literacy, August 1-5, 2000, Utrecht., Fourth International Conference for Global Conversations on Language and Literacy., Utrecht.
    • Braaksma, M. A. H. (speaker), Rijlaarsdam, G. C. W. (speaker) & van den Bergh, H. (speaker) (24-5-2000). Argumentatieve teksten leren schrijven en lezen door observeren: focus op goede modellen of zwakke modellen., Onderwijs Research Dagen, Leiden.
    • Broekkamp, H. (speaker), van Hout-Wolters, B. H. A. M. (speaker), Rijlaarsdam, G. C. W. (speaker) & van den Bergh, H. (speaker) (3-3-2000). Studying text in a classroom context: task demands teachers set and students' test ex-pectations., Annual Meeting of the American Educational Research Association (AERA)., New Orleans.
    • Rijlaarsdam, G. C. W. (speaker), Braaksma, M. A. H. (speaker) & Couzijn, M. J. (speaker) (8-10-1999). Kan er nog wat meer bij? Of twee vliegen in één klap., 13e Conferentie schoolvak Nederlands, utrecht.
    • Braaksma, M. A. H. (speaker) & Rijlaarsdam, G. C. W. (speaker) (24-8-1999). Learning-by-task-Observation; Focus on Good Models or focus on Weak Models., 8th EARLI, Göteborg (Sw).
    • Rijlaarsdam, G. C. W. (speaker), Braaksma, M. A. H. (speaker) & Couzijn, M. J. (speaker) (24-8-1999). Requirements for Composing Hypertext: learning to compose and decompose text., 8th EARLI, Göteborg (Sw).
    • Couzijn, M. J. (speaker), van den Bergh, H. (speaker), Braaksma, M. A. H. (speaker) & Rijlaarsdam, G. C. W. (speaker) (24-8-1999). Learning to write and read argumentative text by task observation: effective learning activities in observation task., 8th EARLI Conference, Göteborg (Sw).
    • Couzijn, M. J. (speaker) & Rijlaarsdam, G. C. W. (speaker) (14-7-1999). About the capacity to learn to write., 2nd IAIMTE, Amsterdam.
    • Broekkamp, H. (speaker), van Hout-Wolters, B. H. A. M. (speaker) & Rijlaarsdam, G. C. W. (speaker) (1999). Task demands of teachers and student's test expectations., 8th EARLI, Goteborg.
    • Couzijn, M. J. (speaker) & Rijlaarsdam, G. C. W. (speaker) (17-12-1998). Document design as an educational tool in writing instruction, 1st International Conference on Document design, Tilburg.
    • Braaksma, M. A. H. (speaker) & Rijlaarsdam, G. C. W. (speaker) (2-7-1998). Learning to write by observation: patterns of students' thinking activities, 1998 European Writing Conference, Poitiers.
    • Rijlaarsdam, G. C. W. (speaker) (2-6-1998). Trends in de Nederlandse en Vlaamse opleidingen voor leraren Moedertaal en Nederlands., Studie- en Netwerkdag voor Vlaamse en Nederlandse Lerarenopleiders, K.U. Brabant, Tilburg.
    • Braaksma, M. A. H. (speaker) & Rijlaarsdam, G. C. W. (speaker) (13-5-1998). Argumentatieve teksten leren schrijven en lezen door observeren: welke instructiekenmerken leiden tot procesgeorienteerde observaties?, Onderwijs Research Dagen (ORD), Enschede.
    • Braaksma, M. A. H. (speaker) & Rijlaarsdam, G. C. W. (speaker) (26-8-1997). Learning to write and read argumentative texts by observation: an explorative study on effective learning activities in observation tasks., 7th European Conference on Learning and Instruction, Athene (Gr).
    • Braaksma, M. A. H. (speaker) & Rijlaarsdam, G. C. W. (speaker) (26-8-1997). Argumentation on argumentation: a post hoc analysis of argumentation strategies., 7th European Conference for Research on Learning and Instruction, Athene (Gr).
    • Bimmel, P. E. (speaker), Oostdam, R. (speaker) & Rijlaarsdam, G. C. W. (speaker) (26-8-1997). Training and transfer of strategies, EARLI Conference, Athene (GR).
    • Couzijn, M. J. (speaker) & Rijlaarsdam, G. C. W. (speaker) (2-6-1995). Lees- en schrijfstrategieen onderwijzen door middel van observaties, Studiedag VIA wisselwerking tussen Instructie- en leerstrategieen, Belgie.

    Andere

    • van Ockenburg, L. (participant), van Weijen, D. (participant) & Rijlaarsdam, G. (participant) (28-6-2019). 12th conference of the International Association for Research in L1 Education (ARLE) 2019, Lisbon, Portugal. A little glimpse into Synthesis Writing interventions from different nations: similarities and differences; Symposium organised at ARLE 2019Symposium (…) (organising a conference, workshop, ...).
    • Rijlaarsdam, G. C. W. (organiser) (3-6-2015 - 5-6-2015). 10th IAIMTE Conference 2015: Languages, Literatures, and Literacies, Odense, Denmark. Member of the Scientific committee (organising a conference, workshop, ...).
    • Rijlaarsdam, G. C. W. (organiser) (27-8-2014 - 29-8-2014). Conference on Writing Research for EARLI SIG Writing, Amsterdam. Conference on Writing Research (organising a conference, workshop, ...).
    • Rijlaarsdam, G. C. W. (organiser), Bouwer, R. (organiser), Koster, M. (organiser), Rietdijk, S. (organiser) & van den Bergh, H. H. (organiser) (25-8-2014 - 27-8-2014). Research School, Utrecht. Research School on Writing (organising a conference, workshop, ...).
    • Braaksma, M. A. H. (participant) & Rijlaarsdam, G. C. W. (participant) (27-8-2013 - 31-8-2013). Organizers Symposium EARLI Conference, Munich, Germany. Intervention studies in writing-to-learn (part I): Effects on comprehension (participating in a conference, workshop, ...).
    • Braaksma, M. A. H. (participant) & Rijlaarsdam, G. C. W. (participant) (27-8-2013 - 31-8-2013). Organizers Symposium EARLI Conference, Munich, Germany. Intervention studies in writing-to-learn (part II): Effects on domain-specific learning outcomes (participating in a conference, workshop, ...).
    • Rijlaarsdam, G. (participant) (10-5-2012 - 11-5-2012). Better writing and better reading by writing, Amsterdam, Netherlands (organising a conference, workshop, ...).
    • Rijlaarsdam, G. (participant) (2007 - 2009). Earli 2009, 13th Biennial Conference. Fostering Communities of Learners, Amsterdam. Conference Manager (organising a conference, workshop, ...).
    • Boersma, A. (participant), Toorenaar, A. (participant), Krol, K. (participant), ten Dam, G. (participant), Rijlaarsdam, G. (participant), Volman, M. (participant), … Sleegers, P. J. C. (participant) (2005). 11th European Conference for Research on Learning and Instruction, Nicoisa, Cyprus. Communities of learning in pre-vocational education (participating in a conference, workshop, ...).
    • Rijlaarsdam, G. C. W. (other) (2000). Member Scientific Committee, SIG Writing Conference 2000 (other).
    • Rijlaarsdam, G. C. W. (other) (1999 - 2001). Chair, IAIMTE (other).
    • Rijlaarsdam, G. C. W. (participant) (1999). Taalbeheersing VIOT, Delft (Nl). Member Scientific Committee (participating in a conference, workshop, ...).
    • Rijlaarsdam, G. C. W. (participant) (1999). SIG Writing, Verona (It). Member Scientific Committee (participating in a conference, workshop, ...).
    • Rijlaarsdam, G. C. W. (participant) (1999). Het Schoolvak Nederlands, Utrecht (Nl). Member Programmacommissie (participating in a conference, workshop, ...).

    2020

    • Luger, S. (2020). Lost in Latin translation: Teaching students to produce coherent target texts. [details]

    2019

    2017

    2014

    • Kríz, M. (2014). Onderwijs Nederlands in Centraal-Europa: Zes gevalsbeschrijvingen van effectieve NVT-instellingen.

    2009

    • van Weijen, D. (2009). Writing processes, text quality, and tasks effects. Empirical studies in first and second language writing. Utrecht: LOT.

    2008

    • Raedts, M. (2008). De invloed van zelfeffectiviteitsverwachtingen, taakkeniis en observerend leren bij een nieuw en complexe schrijftaak. The effect of self-efficacy expectations, task knowledge and observational learnig in a new and complex writing task.
    • Witte, T. (2008). Het oog van de meester : een onderzoek naar de literaire ontwikkeling van HAVO- en VWO-leerlingen in de tweede fase van het voortgezet onderwijs. Delft: Uitgeverij Eburon.
    • van Steendam, E. (2008). Effective instructional strategies in collaborative revision in ESL. The effects of two empirical studies.

    2007

    • Koet, A. G. M. (2007). Polder English in Dutch ears : empirical studies on the evaluation of the pronunciation of English as a foreign language. Amsterdam: Faculteit der maatschappij- en gedragswetenschappen. [details]

    2006

    • Kieft, M. H. (2006). The effects of adapting writing instruction to students' writing strategies. Amsterdam: ICO. [details]
    • Rigo-Toth, R. (2006). A study of the influences of home and preschool factors on young children's literacy achievement.

    2003

    2002

    • Braaksma, M. A. H. (2002). Observational learning in argumentative writing. Amsterdam: University of Amsterdam. [details]

    1998

    • Janssen, T. M. (1998). Literatuuronderwijs bij benadering: een empirisch onderzoek naar de vormgeving en opbrengsten van het literatuuronderwijs Nederlands in de bovenbouw van het havo en vwo. Amsterdam: Thesis Publishers. [details]

    1996

    • Overmaat, A. M. (1996). Schrijven en lezen met tekstschema's: Effectief onderwijs in schriftelijke taalvaardigheid in de bovenbouw van het voortgezet onderwijs. Amsterdam: SCO-Kohnstamm Instituut/Fac. der POW. [details]

    1995

    • Couzijn, M. J. (1995). Observation of writing and reading activities: Effects on learning and transfer. [details]

    1992

    • van Gelderen, A. J. S. (1992). De evaluatie van spreekvaardigheid in communicatieve studies: globale beoordelingen en gedetailleerde analyse van 11- en 12-jarigen. Amsterdam: SCO-Kohnstamm. [details]

    1991

    • Schoonen, R. (1991). De evaluatie van schrijfvaardigheidsmetingen. Een empirische studie naar betrouwbaarheid, validiteit en bruikbaarheid van schrijfvaardigheidsmetingen in de achtste groep van het basisonderwijs. Amsterdam. [details]
    • Van de Gein, J. (1991). The sense of sentences: a study into the effects of grammar instruction upon junior writing.
    This list of publications is extracted from the UvA-Current Research Information System. Questions? Ask the library or the Pure staff of your faculty / institute. Log in to Pure to edit your publications. Log in to Personal Page Publication Selection tool to manage the visibility of your publications on this list.
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    • POW
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