Amélie Rogiers
Post-doctoral assistant at the research group 'Language, learning, innovation', within the Department of Educational Sciences, Ghent University.
amelie.rogiers@ugent.be | +32 (0)9 331 03 19 | +32 (0)9 264 86 64 (secretariat) | Office 120.102
Henri Dunantlaan 2, 9000 Gent
Learning from text
Text-learning strategies
Secondary education
Reading comprehension
Reading motivation
I obtained my PhD in 2019 with my dissertation “Illuminating text learning in secondary education: Measuring and fostering strategy use and knowledge acquisitions”. Two research lines were central in this dissertation. A first line focused on mapping secondary school students’ text-learning strategy use. In view of providing a state of the art and understanding secondary school students’ text-learning strategy use, we measured students’ strategy use by means of both off-line (i.e., administered prospectively or retrospectively to task execution) and on-line (i.e., gathered concurrently during task execution) approaches. Within this research line, we further profiled students’ text-learning strategy use, by examining the occurrence of learner profiles (i.e., the extent to which students differently combine various strategies during their learning process) and zooming in on the relationship between students’ learner profiles and their strategy use, text-learning performance, and background characteristics. A second research line focused on fostering secondary school students’ text-learning strategy use by means of the developed program ‘Learning Light’. We studied the impact of explicit instruction in multiple strategies on students’ text-learning strategy use and performance on the one hand and their learner profiles on the other hand.
My current postdoctoral research focusses on measuring and fostering secondary school students’ reading comprehension and reading motivation, as well as learning strategies that they can apply for effectively processing, acquiring, and learning text information.