Publicaties
Gekozen filters:
Gekozen filters:
Spelling and grammar in secondary-school pupils in Flanders and the Netherlands : correlating knowledge with attitude and metacognition. Universiteit Gent
A recent longitudinal survey into the learning of grammar and spelling in Flemish and Dutch secondary schools ([1]) has shown that the spelling and grammatical knowledge of Y11-Y12 students (n=362; aged 17-18 years) falls short of the final attainment targets, especially for grammar. Additional research now focuses on the possible correlation between spelling and grammar results on the one hand, and attitude and metacognition, on the other. ...
Een replica-onderzoek naar de kennis van Nederlandse spelling en grammatica bij laatstejaarsleerlingen aso en vwo Universiteit Gent
Seventh graders’ grammatical knowledge : a comparative study Universiteit Gent
Secondary-school pupilsU+2019 metacognition for spelling : much ado about nothing? Universiteit Gent
Learning from teachers' cognition: some myths and realities about teachers’ attitudes towards spelling Universiteit Gent
In recent years, Dutch spelling instruction in Flemish and Dutch secondary education (SE) as well as tertiary education (TE) has been the subject of much debate. Research into the spelling knowledge of students in SE (n= 359) suggests that their skills fall short of the final attainment targets. Additional research now tries to uncover the reasons behind this trend, not only by focusing on student cognition but also on teacher cognition as an ...
A correlative study on language and non-language students' metacognitive aspects of spelling Universiteit Gent
Students' self-efficacy beliefs for writing Universiteit Gent
Teachers' attitudes towards (the alignment between) grammar in the L1 language curricula of primary and secondary education Universiteit Gent
In recent years, Dutch grammar education (L1) in Flemish primary (PE) as well as secondary education (SE) has been the subject of much debate. Research into the grammatical knowledge of students in SE (n=359) suggests that this expertise falls short of the final attainment targets. Additional research now tries to pinpoint the reasons underlying this trend, focusing on the attitude of teachers, which is an 'understudied' aspect of language ...