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D-Index & Metrics

Social Sciences and Humanities

D-Index
41
Citations
6273
World Ranking
5099
National Ranking
208

Overview

Gert Rijlaarsdam is affiliated with the University of Amsterdam in the Netherlands and has contributed extensively to research in social sciences and psychology, with a particular focus on education and developmental and educational psychology. Their work covers a range of topics primarily centered on writing and handwriting education, innovative teaching and learning methods, and discourse analysis in language studies.

Their publications address themes such as reading and literacy development, education and critical thinking development, literacy and educational practices, and educational strategies and epistemologies. Rijlaarsdam's research output includes articles published predominantly in academic venues that specialize in writing, reading, and instructional methodologies.

Frequent publication venues for Rijlaarsdam's work include:

  • Journal of Writing Research
  • L1 Educational Studies in Language and Literature
  • Reading and Writing
  • Zenodo (CERN European Organization for Nuclear Research)
  • Instructional Science

Their recent papers demonstrate a continued engagement with different dimensions of writing education and literacy development. Notable publications include:

  • Learning paths in synthesis writing: Which learning path contributes most to which learning outcome? (2020, Instructional Science)
  • Teaching argumentative synthesis writing through deliberative dialogues: instructional practices in secondary education (2021, Instructional Science)
  • Writing processes as situated regulation processes: A context-based approach to doctoral writing (2021, Journal of Writing Research)
  • Improving Questioning-Answering Strategies in Learning from Multiple Complementary Texts: An Intervention Study (2021, Reading Research Quarterly)
  • Writing Process Feedback Based on Keystroke Logging and Comparison With Exemplars: Effects on the Quality and Process of Synthesis Texts (2022, Written Communication)

Rijlaarsdam frequently collaborates with a core group of co-authors, including:

  • Elke Van Steendam
  • Nina Vandermeulen
  • Daphne van Weijen
  • Huub van den Bergh
  • Sven De Mæyer

Their research fields span education, developmental and educational psychology, literature and literary theory, experimental and cognitive psychology, as well as language and linguistics. The focus is on advancing knowledge of how different instructional strategies impact writing and literacy skills across educational levels.

Best Publications

  • Relations Between Writing Processes and Text Quality: When and How?

    Iris Breetvelt;Huub van den Bergh;Gert Rijlaarsdam

  • Observational learning and the effects of model-observer similarity.

    Martine A. H. Braaksma;Gert Rijlaarsdam;Huub van den Bergh

  • L1 use during L2 writing: an empirical study of a complex phenomenon

    Daphne van Weijen;Huub van den Bergh;Huub van den Bergh;Gert Rijlaarsdam;Ted Sanders

  • Observational Learning and Its Effects on the Orchestration of Writing Processes

    Martine A. H. Braaksma;Gert Rijlaarsdam;Huub van den Bergh;Bernadette H. A. M van Hout-Wolters

  • Effects of dialogic learning on value-loaded critical thinking

    Stan Frijters;Geert ten Dam;Gert Rijlaarsdam

  • Observation of peers in learning to write: practice and research

    G. Rijlaarsdam;M. Braaksma;M. Couzijn;T. Janssen

  • The effect of instruction type and dyadic or individual emulation on the quality of higher-order peer feedback in EFL

    Elke Van Steendam;Elke Van Steendam;Gert Rijlaarsdam;Gert Rijlaarsdam;Lies Sercu;Huub Van den Bergh;Huub Van den Bergh

  • The dynamics of idea generation during writing: An online study

    H. Van den Bergh;G. Rijlaarsdam

  • Effective strategies for the teaching and learning of writing

    David Galbraith;Gert Rijlaarsdam

  • Writing as a learning tool: Testing the role of students' writing strategies

    Marleen Kieft;Gert Rijlaarsdam;Gert Rijlaarsdam;Huub van den Bergh

  • Educational Leadership and Pupil Achievement: The Choice of a Valid Conceptual Model to Test Effects in School Effectiveness Research.

    Sven De Maeyer;Rita Rymenans;Peter Van Petegem;Huub van den Bergh

  • The effects of adapting a writing course to students' writing strategies

    Marleen Kieft;Gert Rijlaarsdam;David Galbraith;Huub van den Bergh

  • Theories, models and methodology in writing research

    Gert Rijlaarsdam;van den Huub Bergh;Michel Couzijn

  • An aptitude–treatment interaction approach to writing-to-learn

    Marleen Kieft;Gert Rijlaarsdam;Huub van den Bergh;Huub van den Bergh

  • Enhancing Divergent Thinking in Visual Arts Education: Effects of Explicit Instruction of Meta-Cognition.

    Marie-Thérèse van de Kamp;Wilfried Admiraal;Jannet van Drie;Gert Rijlaarsdam;Gert Rijlaarsdam

  • Literary reading activities of good and weak students: A think aloud study

    Tanja Janssen;Martine Braaksma;Gert Rijlaarsdam

  • The dynamics of composing—An agenda for research into an interactive compensatory model of writing: Many questions, some answers.

    Gert Rijlaarsdam;Huub van den Bergh

  • Changes in Cognitive Activities During the Writing Process and Relationships with Text Quality

    Huub Van Den Bergh;Gert Rijlaarsdam

  • Strategy-focused writing instruction: just observing and reflecting on a model benefits 6th grade students

    Raquel Fidalgo;Mark Torrance;Gert Rijlaarsdam;Huub van den Bergh

  • Teaching writing in primary education: Classroom practice, time, teachers’ beliefs and skills.

    Saskia Rietdijk;Daphne van Weijen;Tanja Janssen;Huub van den Bergh

  • Writing process theory: A functional dynamic approach

    H. van den Bergh;G. Rijlaarsdam;E. van Steendam

Frequent Co-Authors

Huub van den Bergh
Huub van den Bergh Utrecht University
Ted Sanders
Ted Sanders Utrecht University
David W. Galbraith
David W. Galbraith University of Arizona
Peter Van Petegem
Peter Van Petegem University of Antwerp
Lucia Mason
Lucia Mason University of Padua
Michel Fayol
Michel Fayol University of Clermont Auvergne
Virginia W. Berninger
Virginia W. Berninger University of Washington
Nico Verloop
Nico Verloop Leiden University

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