This chapter reviews research on L1ers' individual differences in the proficiency of
understanding and speaking their L1, as a function of age and/or level of education. In …

We investigated the effect of writing interventions on written composition for students in
primary grades (K-G3) with a focus on whether effects vary as a function of different …

It has been established that in the Netherlands, as in other countries, a majority of students
do not attain the desired level of writing skills at the end of elementary school. Time devoted …

'I applaud the authors for this sizeable undertaking, as well as the care exercised in
selecting and sequencing topics and subtopics. A major strength and salient feature of this …

A convenience sample of 618 children and adolescents in grades 4 through 10, excluding
grade 8, were asked to complete a writing motivation and activity scale and to provide a …

This study examined the componential structure of second-language (L2) speaking
proficiency. Participants—181 L2 and 54 native speakers of Dutch—performed eight …

Among scholars there is disagreement on the benefits of corrective feedback on second
language learners' written output. While some researchers advocate the usefulness of …

The study reported in this paper investigated differences in cohesion, syntactic complexity,
and lexical sophistication between L1 and L2 narrative writing and across narrative task …

Research on rater effects in language performance assessments has provided ample
evidence for a considerable degree of variability among raters. Building on this research, I …

Assessing students' writing performance is essential to adequately monitor and promote
individual writing development, but it is also a challenge. The present research investigates …