Gert Rijlaarsdam

Gert Rijlaarsdam
University of Amsterdam | UVA · Research Institute for Child Development and Education

PhD

About

431
Publications
198,847
Reads
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3,895
Citations
Introduction
Main field: Research in writing processes and interventions to improve writing skills in First and Second Languages. Founded and edited Journals (L1-Educational Studies in Language and Literature, Journal of Writing Research) and a Book series Studies in Writing. Editor of Learning & Instruction.
Additional affiliations
September 2021 - present
Norwegian University of Science and Technology
Position
  • Professor
Description
  • Support Research, dissemination and professionalization
January 2015 - February 2018
Umeå University
Position
  • Professor
October 2013 - October 2018
University of Antwerp
Position
  • Professor (Full)
Education
August 1983 - November 1986
University of Amsterdam
Field of study
  • Psychology
August 1978 - August 1983
Leiden University
Field of study
  • Educational Sciencies
August 1974 - August 1978
Leiden University
Field of study
  • Dutch Language and Literature

Publications

Publications (431)
Article
In this study we examine process configurations in synthesis tasks. We study whether these configurations are students traits or vary within students per task. In a national survey with a representative sample of 658 Dutch upper-secondary school students, we collected writing tasks, registered students’ writing behaviors (via keylogging) and their...
Article
This article addresses the basis for the development of the screening tool Norwegian Early Writers Signal (NEWS). The aim of the study was to develop a tool for teachers in grades 1-3 to identify student texts in 'the Warning Zone' , i.e., texts that signal insufficient overall text quality associated with students in need of extra instructional su...
Article
Full-text available
This study examines specific exploration activities in students’ visual arts portfolios from secondary education. Creating original visual arts products requires exploration according to Getzels and Csiksentmihalyi (The creative vision. A longitudinal study of problem finding in Art. New York: John Wiley & Sons Inc., 1976). Obtaining insight about...
Article
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This study aimed to provide evidence for continuing the innovation of writing instruction in Grades 7-12 of Chilean public schools. Teachers' beliefs influence their curricular interpretations; therefore, these beliefs play a key role when aiming for educational innovation. Hence, we investigated the relations between Language teachers' current pra...
Article
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Studies have shown that inferential questions encourage a more in‐depth understanding of texts and that students need to learn appropriate strategies for answering them, particularly when they deal with multiple texts. In this experimental study, the authors aimed to improve eighth‐grade students’ (13‐ to 14‐years old) ability to answer intra‐ and...
Article
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The current experimental study replicates and expands on the Yummy Yummy intervention study focusing on the role of observation in learning-to-write (Rijlaarsdam et al., 2008, 2009) that included 210 grade-7 students in seven classes from seven schools who were randomly assigned to one of two intervention roles: “readers” (tasked with text selectio...
Article
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The current two studies examined the effects of an instructional unit on synthesis writing for 9th grade students on holistic text quality. Because students' writing routines have been shown to affect the effectiveness of writing instruction, we designed a unit that aimed to be equally effective for all writers, regardless of their routines. On two...
Article
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This study aimed to establish (a) whether teaching students revision skills provides benefit over and above teaching strategies for setting explicit goals for the communicative effect of their text, and (b) whether teaching students to adopt specific revision strategies provides benefits over revision instruction that focusses on increasing student...
Article
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Dialogical argumentation practice contributes positively to argumentative writing skills. Specifically, deliberative dialogues are effective in promoting argument and counterargument integration in students' essays. However, the potential of dialogic activities may be increased if they are combined with instructional practices. The primary objectiv...
Article
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Source-based writing is a common but difficult task in history and philosophy. Students are usually taught how to write a good text in language classes. However, it is also important to address discipline-specificity in writing, a topic likely to be taught by content teachers. In order to design discipline-specific writing instruction, research nee...
Article
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Research has shown that writers seem to follow different writing strategies to juggle the high cognitive demands of writing. The use of writing strategies seems to be an important cognitive writing-related variable which has an influence on students' writing behavior during writing and, therefore, on the quality of their compositions. Several studi...
Article
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The aim of this study was to gain insight into writing processes of secondary school students when con-fronted with fictional and expressive creative writing prompts compared to argumentative writing prompts. Twenty participants (Grade 10-11) each wrote eight texts, four based on creative prompts, the other four based on argumentative prompts, with...
Article
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This paper reports on the systematic design and evaluation process of a learning unit for 9th grade students, aimed at learning to write synthesis texts. The unit was based on design principles derived from a review of effective synthesis writing interventions and general principles of effective learning. To evaluate the quality of this unit, we co...
Article
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Doctoral students face many challenges when writing research articles. However, little is known about how they regulate their writing process in a natural context, due partially to the lack of methods to explore writing regulation from a situated perspective. The present study aims at demonstrating a method to explore doctoral students' writing reg...
Article
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Writing a synthesis text-a text that integrates information from different sources-forms part of the educational curriculum of Dutch secondary education. Representative information on students' synthesis writing skills is currently missing. Therefore, we carried out a national survey on synthesis writing in the three highest grades of pre-universit...
Article
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Producing a meaningful written discourse in a foreign language requires a high cognitive effort of EFL learners. They face challenges caused by L2 word or grammar-related difficulties, and also by the L2 genre and genre conventions that may be quite different from what they experienced in their L1. The present study focusses on the support offered...
Chapter
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.
Article
Full-text available
Since 2010, efforts have been made in Chile to support students' writing skills development, in order to better prepare them for participation in modern society. However, more knowledge about current practices of writing instruction in Grades 7-12 is needed to guide future improvements in these educational levels. We aimed to provide a context-base...
Article
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Intervention studies in L1 language arts and literature classrooms are pivotal to investigate the effects of instructional approaches that have been purposefully designed to achieve certain learning outcomes. Ideally, design principles, design procedures and the resulting interventions (i.e., lessons, projects, materials) would be comprehensively d...
Article
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This paper presents a secondary analysis of data collected during an intervention study in which students learnt to synthesise pairs of texts presenting opposite views on controversial issues. The original intervention study included two treatments and examined the effects of two instruction conditions when instructional materials and tasks were he...
Article
Full-text available
In order to design effective instruction and feedback for synthesis writing on both writing processes and products, a clear insight into synthesis writing processes underlying a high-quality synthesis text is crucial. That is why this study, as one of the first, examines the use of sources during synthesis writing processes, and its effect on text...
Article
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We report on the design process of a literature classroom intervention for 15-year-old students in the Netherlands, which aimed to foster their insight into human nature―insight into themselves, fictional others, and real-world others. Starting from a model of transformative reading, an exploration of the educational context, and a review of previo...
Article
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This special issue is the first issue in the history of 20 years of the L1-Educational Studies in Language and Literature on Oracy. That might be an indication of the lack of research in L1-oracy. With this special issue we would like to stimulate other re-searchers in L1-Education to study oracy.
Article
This quasi-experimental study assessed the effects of the newly developed Transformative Dialogic Literature Teaching (TDLT) intervention on 15-year-old students' insight into human nature, eudaimonic reasons for reading, use of reading strategies, and motivation for literature education. Six TDLT units centered around short stories about "justice...
Article
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The aim of this study was to test whether Cummins’ Linguistic Interdependence Hypothesis (LIH) might also apply to writing, by determining to what extent writers’ text quality, source use and argumentation behavior are related in L1 and L2, how effective writers’ behavior is and whether their L2 proficiency influenced the relations between them. To...
Article
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Critical thinking and cognitive well-being are commonly associated to tendencies that do not come natu-rally to humans: inhibition of automatized cognitive processing (de-automatization) and thoughtful (re)construction of meaning. A previous study showed that students' growth in literary interpretation skills can be partly explained by skills and d...
Article
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Sinds 2006 zijn drie scholen in Amsterdam en drie scholen in Almere als Academische Opleidingsscholen met de universitaire en de hbo-lerarenopleiding van Amsterdam aan het werk om onderwijs, onderzoek, opleiding en onderwijsontwikkeling met elkaar te verbin- den. Onderzoek doen, door vo-docenten, in het kader van innovatie en/of professionalise- ri...
Article
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In this review, we explore whether and how literature education may foster adolescent students’ insight into human nature. A systematic search of five databases was complemented with citation tracking, hand searches, and expert consultation. We included 13 experimental and quasi-experimental intervention studies. Methodological quality and quality-...
Article
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This study examines the use of Seychelles Creole (hereafter, Kreol Seselwa), and English as languages for testing knowledge in the Social Studies classroom of the Seychelles. The objective of the study was to ascertain whether the languages used in the test affected the pupils’ academic performance. The paper is theoretically influenced by the Soci...
Article
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In this study we present a comparative report of two effective instructional programs focused on the improvement of upper-primary students' writing competence through the promotion of revision skills. Both programs shared the main aim but had two different approaches. We contrasted writer-focused instruction with reader-focused instruction. To prov...
Article
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In learning to write in English, students from so-called interdependent cultures might face the clashes of the communication conventions of their mother tongue and of English as a Foreign Language. Prewriting tasks might overcome these difficulties in learning to write in English. The effects of two prewriting tasks, group discussion and free writi...
Article
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This study aims to explore effective ways in which students can learn to write synthesis texts. First, through a systematic literature search we found 16 (quasi-)experimental studies from 6 th grade to undergraduate level in the field of learning to write source-based synthesis texts, that met our inclusion criteria. Second, we formulated a general...
Article
Full-text available
This study aims to explore effective ways in which students can learn to write synthesis texts. First, through a systematic literature search we found 16 (quasi-)experimental studies from 6 th grade to undergraduate level in the field of learning to write source-based synthesis texts, that met our inclusion criteria. Second, we formulated a general...
Poster
Full-text available
Synthesis writing, systematic literature review, design principles, learning activities
Article
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Schrijven is een ingewikkeld proces dat bij onervaren schrijvers kan leiden tot overbelasting van het werkgeheugen. Om overbelasting te voorkomen ontwikkelen veel schrijvers een eigen routine: een vaste aan-pak die voor hen het beste werkt. Liselore van Ockenburg, Daphne van Weijen en Gert Rijlaarsdam onderzochten of schrijfaanpak samenhangt met de...
Article
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Call for papers for Special Issue for L1 - Educational Studies in Language and Literature. See details in document below. Abstracts of maximum 300 words should be submitted through the L1 Publication Platform (https://l1.publication-archive.com/login, by July 2, 2018). For further inquiries, please contact Marloes Schrijvers at M.S.T.Schrijvers@u...
Article
We implemented an intervention of four lessons and tested the effects of two instructional modes as compared to the regular curriculum practices for completing a synthesis task at the preparatory program of a Turkish university. Participants were 48 upper-intermediate English as a Foreign Language learners (mean age = 18) assigned to three conditio...
Article
Full-text available
We implemented an intervention of four lessons and tested the effects of two instructional modes as compared to the regular curriculum practices for completing a synthesis task at the preparatory program of a Turkish university. Participants were 48 upper-intermediate English as a Foreign Language learners (mean age = 18) assigned to three conditio...
Article
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The aim of this study was to provide insight into the current practice of writing instruction in Dutch primary education, as a stepping stone for designing and implementing sustainable innovations that could satisfy both practitioners and policymakers. We investigated the extent to which three domain-specific approaches—communicative writing, proce...
Article
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In two experimental studies, we examined the effects of types of written production mode (hypertext writing versus linear writing, Study 1 and 2) and learning mode (performance versus observational learning, Study 2). Participants in Study 1 (Grade 10) were initiating the more formal academic argumentative text, while in Study 2 students (Grade 11)...
Article
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Bij het schoolvak beeldende vormgeving is het belangrijk dat leerlingen divergent leren denken om originele concepten te generen voor het ont werpen van beeldende producten. Leerlingen die door expliciete instructie weten hoe divergent denken werkt en hun eigen denkproces kunnen monitoren en beheersen, blijken beter in staat originele ideeën te bed...
Article
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Feedback in schrijfvaardigheidsonderwijs gaat over de kwaliteit van teksten en moet leerlingen helpen hun schrijfvaardigheid verder te ontwikkelen. Dat zal voor een deel betekenen dat zij hun schrijfproces anders aan moeten pakken: de betere hardloopcoach zegt zijn pupillen immers niet dát, maar hóe zij harder moeten lopen. In het voortgezet onder...
Conference Paper
Full-text available
Het schrijven van teksten, gebaseerd op verscheidene bronnen, zogenaamde syntheseteksten, is een belangrijke vaardigheid in het hoger onderwijs. Wie daar niet goed genoeg in is, zal niet makkelijk goede studieresultaten boeken. In het vwo is er over het algemeen echter nog weinig aandacht voor dit soort moeilijke teksten. Er is ook nauwelijks leerm...
Article
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The present experimental study examined whether a different focus during a pre-task planning observation task affects learners’ subsequent oral task performance. Forty-eight ninth-grade students learning German as a foreign language were randomly assigned to two different planning conditions: video observations with a focus on language (FonL) and v...
Article
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This study examined the effects of an innovative comprehensive writing program in upper primary education on students’ writing performance and on teachers´ classroom practices, beliefs and skills. The program focused on the communicative nature of writing, on writing as a process, and on explicit teaching of five genre-specific writing strategies....
Article
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Strategy-focused instruction is one of the most effective approaches to improve writing skills. It aims to teach developing writers strategies that give them executive control over their writing processes. Programs under this kind of instruction tend to have multiple components that include direct instruction, modeling and scaffolded practice. This...
Article
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Previous research suggests that literary reading may involve critical thinking. This involvement may facilitate critical literary understanding (CLU), i.e. understanding the literary text in a reconstructive, de-automatized manner. However, little is known about the cognitive processes this involvement entails. This study aims: (1) to conceptualize...
Article
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The Dutch Institute for Curriculum Development argues that literature education is important for broadening students’ personal, social and cultural horizons. Indeed, reading literary fiction may alter readers’ self- and social perceptions, but little is known about whether adolescents gain such personal and social insights through reading in the se...
Article
Full-text available
Visual arts education focuses on creating original visual art products. A means to improve originality is enhancement of divergent thinking, indicated by fluency, flexibility and originality of ideas. In regular arts lessons, divergent thinking is mostly promoted through brainstorming. In a previous study, we found positive effects of an explicit i...
Article
Full-text available
This study examines the effects of self-questioning on EFL students’ literary reading engagement. Two interventions were tested: (1) students generating questions while reading short stories, and then exploring their questions in small-groups; and (2) students generating questions while reading, and then reflecting through a free writing activity....
Conference Paper
Full-text available
This study examined whether literature education has impact on students' self-perceptions and social perceptions, and to what extent this is related to literature teaching approach. Students (N=297, grades 10-12) completed a learner report. Teachers (N=13) completed the TALE-Questionnaire. Most students reported altered self- and social perceptions...
Article
This paper presents a special issue on writing around the globe. Researchers from across the world describe writing practices in their country using a wide variety of methodology. The paper show that while there are many similarities in writing instruction from one country to the next, there are also many differences. As a result, the authors call...
Article
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[In Dutch] Het lezen van literatuur kan ons inzicht bieden in onszelf en anderen. Maar geldt dat ook voor literatuuronderwijs, en hangen zulke inzichten samen met de literatuurdidactische benadering van de docent? In dit onderzoek rapporteerden 297 havo- en vwo-leerlingen wat zij via literatuuronderwijs over zichzelf en anderen hadden geleerd. Hun...
Article
Because there has been little research on focus on form during the post-task phase in task-based language teaching, this experimental study investigates the effects of task repetition after having directed learners’ attention to form during the main task. The study comprises two interventions, where each consisted of a task with a focus on a partic...
Article
Full-text available
The combination of reading and writing can be a powerful tool for learning content. Previous research has shown the learning potential of the integrated use of these processes in what have come to be known as "hybrid tasks". These tasks do not call for reading-then-writiing, but for an interplay between being a reader and being a writer. The fact t...