Amélie Rogiers

Amélie Rogiers
Ghent University | UGhent · Department of Educational Studies

Postdoctoral researcher

About

30
Publications
3,266
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113
Citations
Introduction
Amélie Rogiers finished her PhD in October 2019. She currently works at the Department of Educational Studies (Ghent University) and examines secondary school students' text-learning strategy use and fostering educational approaches.

Publications

Publications (30)
Chapter
Full-text available
Net zoals vaardige chauffeurs niet stilstaan bij de volgorde waarin ze de koppeling van hun auto induwen, de versnellingspook verzetten, remmen en aan het stuur draaien, merken vaardige lezers vaak niet meer wat ze precies doen om een tekst te begrijpen. Begrijpend lezen wordt daarom ook wel aangeduid als een geautomatiseerde vaardigheid. Omdat het...
Article
This study examined the effectiveness of explicit strategy instruction (ESI) to foster seventh-grade secondary school students’ text-learning strategy use and text-learning performance. A large-scale experiment in an authentic educational setting with a switching replication design, with two groups and three measurement occasions was set up, in whi...
Article
Full-text available
The twofold aim of this study was to substantiate the validity of the Self-Regulation Questionnaire-Reading Motivation and Self-Regulation Questionnaire-Writing Motivation for third to eight graders and to map motivational trends in elementary and secondary education students’ academic and recreational reading and writing. More specifically, we ado...
Cover Page
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While self-report measures are ubiquitous in the educational research literature, the benefits of self-report are often maligned. Rather than discarding or ignoring data generated from self-report measures of cognitive processing and motivation, research is needed to determine when and if self-report measures can contribute to our collective unders...
Chapter
This chapter aims to elaborate on a developmental orientation of strategic processing. The presented developmental framework illuminates essential characteristics throughout the distinct stages of strategic processing for diverse individuals who are learning in markedly different contexts. The chapter focuses on the developmental stages of strategi...
Article
This study investigates the association between three data gathering methods for uncovering differences in secondary school students’ text-learning strategy use. In total, 56 secondary school students’ text-learning strategies were assessed with (a) a task-specific self-report questionnaire, (b) think-aloud protocols and (c) study traces. Correlati...
Article
Full-text available
The authors explore the occurrence of different learner profiles in secondary education, as well as their relationship with test performance and student characteristics. Based on a cluster analysis of 1,931 secondary school students’ self-reported text-learning strategy use and study traces, the authors identified and validated four distinct learne...
Article
Full-text available
This study examined the stability and change in secondary school students’ learner profiles after receiving an explicit strategy instruction (ESI) to foster their text-learning strategy use. A randomized quasi-experimental repeated measures design was set up with one experimental condition – receiving an eight-lesson-teacher delivered instructional...
Article
This study focuses on the relationship between 15-year-olds’ reading enjoyment and reading comprehension on the one hand and the relationship between these two variables and students’ gender, socio-economic status (SES), and language background on the other. Based on the PISA 2009 literacy test, it includes a secondary analysis of data collected fr...
Article
Full-text available
The current study uncovers secondary school students’ actual use of text-learning strategies during an individual learning task by means of a concurrent self-reported thinking aloud procedure. Think-aloud data of 51 participants with different learner profiles, distinguished based on a retrospective self-report questionnaire (i.e., 15 integrated st...
Poster
Het profiel van de vaardige lezer: Een kwantitatief onderzoek naar de samenhang van geslacht, onderwijsvorm, sociaal-economische status en thuistaal en de leesmotivatie en leesvaardigheid van Vlaamse vijftienjarigen
Poster
Reading motivation and reading comprehension in early adolescence: Exploring the relationship and the impact of student characteristics
Poster
Studying the relationship between reading motivation, reading comprehension and student characteristics in secondary education: A secondary analysis of Flemish PISA 2009 data

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