Emmelien Merchie

Emmelien Merchie
Ghent University | UGhent · Department of Educational Studies

Doctor of Education

About

47
Publications
8,873
Reads
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453
Citations
Introduction
My current postdoctoral research focusses on a) the development of measurement instruments to map and profile students’ reading comprehension and text learning, b) the design of educational materials wherein mind maps are included, c) applying eye-tracking methodology to study cognitive processes when students read and learn informative texts and mind maps. I am also involved in other research projects focussing on reading comprehension.
Additional affiliations
July 2014 - August 2014
University of Texas at Austin
Position
  • Visiting scholar
Education
October 2010 - September 2014
Ghent University
Field of study
  • Educational Sciences
September 2004 - June 2009
Ghent University
Field of study
  • Educational Sciences

Publications

Publications (47)
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
Full-text available
In this study, 44 late elementary students’ visual behavior patterns when reading mind maps were investigated, more particularly, the intuitive processing nature of their visual characteristics, reading sequence and presentation mode (i.e., mind map before or after text). Eye-tracked data were investigated by means of static early attention and dyn...
Article
The present study unravels profiles of regulators, based on online measures of collaborative learners' adoption of individual-oriented and socially shared metacognitive regulation (SSMR) during asynchronous computer-supported collaborative learning (CSCL). Additionally, it investigates how the regulation profiles are related to students' conceptual...
Poster
Full-text available
Within the context of our information society, reading comprehension is a key competence. However, many students experience difficulties with it. This is especially true in upper primary education, which is a critical period in the development of this competence. In this respect, the reading literature increasingly emphasizes the importance of moni...
Article
Notwithstanding the value of self-regulation, different studies evidence that self-regulated learning (SRL) is still insufficiently ingrained in schools and that teachers only rarely promote it among their students. Therefore, the current study reports on a one-year school-wide professional development programme (PDP). A quasi-experimental pre-test...
Article
Full-text available
Mind maps are often used to help readers process texts, but their effectiveness is empirically under-investigated. This study explores whether the use of mind maps presented either before or after the text can prime successful selective processing strategies related to the text topic structure. Differences in performance outcomes (i.e., memory and...
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 present study investigates primary school students’ self-regulated learning (SRL) process by exploring the sequence in which SRL activities are conducted during learning. The aims of this study are twofold: investigating the presence of the theoretically hypothesized cyclical nature in students’ SRL process, as well as potential differences her...
Article
Full-text available
Notwithstanding the importance of self-regulated learning (SRL), several studies have shown that schools and teachers struggle to promote SRL. Also, many students encounter difficulties with effectively regulating their learning. Therefore, the present study explores potential hampering and supporting factors for SRL implementation by investigating...
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
Full-text available
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...
Conference Paper
Full-text available
Students need effective strategies for text-based learning to deal with the emergent information flow in our current society. Prior research has shown the beneficial effect of mind maps to support learners in this text-based learning. However, not all learners are alike in their need for instruction in this respect, making differentiated instructio...
Conference Paper
Developing proficient reading comprehension skills is indispensable throughout students’ entire school career and remains essential in daily life. Developing these skills starts in primary education, but requires further development and refinement during secondary education, where students are confronted with a wide variety of text genres. Therefor...
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
Leerstrategieën effectief inzetten en strategisch combineren blijkt voor veel leerlingen nog erg moeilijk. Promotieonderzoek van Emmelien Merchie van de Universiteit van Gent toont aan dat expliciete strategie-instructie met aangereikte mindmaps in de onderwijspraktijk veelbelovend is om leerlingen te helpen studeren. Op lange termijn gaan zij meer...
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...
Article
In the past, several assessment reports on writing repeatedly showed that elementary school students do not develop the essential writing skills to be successful in school. In this respect, prior research has pointed to the fact that cognitive and motivational challenges are at the root of the rather basic level of elementary students' writing perf...
Article
Evaluating teachers’ professional development initiatives (PDI) is one of the main challenges for the teacher professionalisation field. Although different studies have focused on the effectiveness of PDI, the obtained effects and evaluative methods have been found to be widely divergent. By means of a narrative review, this study provides an exten...
Article
The authors explore the effects of student tutoring as an approach to provide support on self-regulated learning (SRL) to fifth- and sixth-grade students with a low socioeconomic or immigrant background. In total, 401 Flemish (Belgium) students participated. A quasi-experimental study with pretest, posttest, and retention test control group design...
Conference Paper
Numerous studies show that self-regulated learning (SRL) is determinant for success both within and beyond the school context. As SRL already develops at a young age (e.g. Perry, 1998), more research on SRL skills of primary school students is required. Unfortunately, it is still unclear how SRL can be measured optimally, as both on-line and off-li...
Article
Working with graphical summaries is promising to assist students' text-based learning and to provide teachers with an assessment method for students' text processing skills. This study investigates students' development in graphical summary products and ongoing summarization processes during a ten-week instructional intervention. Further, an in-dep...
Article
Full-text available
In Flanders, there are neither Flemish assessments nor teacher surveys to provide insights into the current practice and outcomes of writing instruction. In the present study, we provide a-state-of-the-art study of the practice of writing instruction in Flemish late elementary education by investigating: (a) how writing is taught, (b) how teachers...
Article
This study examined the effectiveness of two instructional mind-mapping approaches to stimulate fifth and sixth graders’ graphical summarization skills. Thirty-five fifth- and sixth-grade teachers and 644 students from 17 different elementary schools participated. A randomized quasi-experimental repeated-measures design was set up with two experime...
Article
Independently learning from informative texts becomes increasingly important from the age of 11. Little information is available, however, on (a) how and to what extent late elementary education students already apply specific text-learning strategies, and (b) whether different learner profiles can already be distinguished. In this study, a 37-item...
Article
This study explores the (a) text-learning strategies and (b) schematizing skills of pre-adolescents with varying achievement levels by means of the analysis of think-aloud protocols, traces, and pen movements. Twenty fifth- and sixth-grade students from two elementary schools participated. Results show the use and combination of various text-learni...
Article
Full-text available
Although measuring pre-adolescents’ text-learning strategy use with self-report inventories is most convenient for large-scale research, their use is accompanied with some concerns and their validity has been criticized. This study compares two different measurement methods (i.e., self-report and think aloud). More specifically, the relationship be...
Article
From the age of 11-13, children start to spend increasingly more time on learning from texts. The need arises to support them in dealing with this text information and engaging them in self-regulated learning (SRL). This study is embedded within the cognitive component of SRL and focuses on Mind Mapping as a promising organizational learning strate...
Data
Full-text available
Independently processing and learning informative study texts becomes increasingly important from the age of 11-13, when the focus shifts from 'learning to read' to 'reading to learn'. The need arises to support students in dealing with study texts and stimulating generative study strategies promoting active knowledge transformation. This study sho...

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