Publications
2024
Scholarly publications
van Enschot, R., Spooren, W.
, van den Bosch, A., Burgers, C., Degand, L.
, Evers-Vermeul, J., Kunneman, F., Liebrecht, C.
, Linders, Y., & Maes, A. (2024).
Taming our wild data: On intercoder reliability in discourse research.
Dutch Journal of Applied Linguistics,
13, 1-24.
https://doi.org/10.51751/dujal16248https://dspace.library.uu.nl/bitstream/handle/1874/451592/DuJAL16248_text.pdf?sequence=1Professional publications
2023
Scholarly publications
Kooiker-den Boer, H., Sanders, T., & Evers-Vermeul, J. (2023).
Teaching text structure in science education: What opportunities do textbooks offer? .
Dutch Journal of Applied Linguistics,
12, 1-38.
https://doi.org/10.51751/dujal11325 Professional publications
2022
Scholarly publications
Sangers, N., Evers-Vermeul, J., & Hoeken, H. (2022).
Addressing the student: Voice elements in educational texts.
Dutch Journal of Applied Linguistics,
11, 1-35.
https://doi.org/10.51751/dujal11105 Scholman, M. C. J., Blything, L., Cain, K.
, Hoek, J., & Evers-Vermeul, J. (2022).
Discourse rules: The effects of clause order principles on the reading process.
Language, Cognition and Neuroscience,
37(10), 1277-1291.
https://doi.org/10.1080/23273798.2022.2077971 Bogaerds-Hazenberg, S., Evers-Vermeul, J., & van den Bergh, H. (2022).
What textbooks offer and what teachers teach: An analysis of the Dutch reading comprehension curriculum.
Reading and Writing,
35(7), 1497-1523.
https://doi.org/10.1007/s11145-021-10244-4 Professional publications
Sangers, N., Evers-Vermeul, J., Sanders, T., & Hoeken, H. (2022). Verhalende en stem-elementen als motiverende factoren in educatieve teksten. Levende Talen Tijdschrift, 23(4), 3-13.
Evers-Vermeul, J., & Bogaerds-Hazenberg, S. (2022). Hang het maar aan de kapstok! Hoe tekststructuur zwakke lezers helpt bij het verwoorden van de hoofdgedachte. In J. Evers-Vermeul, & A. Kraal (Eds.), Voor u gelezen 2022: Samenvattingen van actueel internationaal wetenschappelijk onderzoek (pp. 25-34). Kenniscentrum Begrijpend Lezen.
2021
Scholarly publications
Sangers, N., Evers-Vermeul, J., Sanders, T., & Hoeken, H. (2021).
Narrative elements in expository texts: A corpus study of educational textbooks.
Dialogue and Discourse,
12(2), 115-144.
https://doi.org/10.5210/dad.2021.204 Bogaerds - Hazenberg, S., Evers-Vermeul, J., & van den Bergh, H. (2021). Leerkrachten als co-designers van lessen begrijpend lezen: uitdagingen en kansen.. Abstract from Onderwijs Research Dagen.
Bogaerds - Hazenberg, S., Evers-Vermeul, J., & van den Bergh, H. (2021). Effects of text structure instruction in Grade 4 and 5. Abstract from Twenty-eighth annual meeting of the Society for the Scientific Study of Reading (SSSR 2021), Lancaster , United Kingdom.
Bogaerds-Hazenberg, S., Evers-Vermeul, J., & van den Bergh, H. (2021). Teachers as co-designers? Lessons learned from collaboration in a design-based research on reading comprehension instruction. Paper presented at AILA 2021, Groningen, Netherlands.
Wei, Y., Evers-Vermeul, J., Sanders, T., & Mak, P. (2021).
The role of connectives and stance markers in the processing of subjective causal relations.
Discourse Processes,
58(8), 766-786.
https://doi.org/10.1080/0163853X.2021.1893551 Hoek, J., Rohde, H.
, Evers-Vermeul, J., & Sanders, T. J. M. (2021).
Expectations from relative clauses: Real-time coherence updates in discourse processing.
Cognition,
210, 1-10. Article 104581.
https://doi.org/10.1016/j.cognition.2020.104581 Hoek, J., Rohde, H.
, Evers-Vermeul, J., & Sanders, T. J. M. (2021).
Scolding the child who threw the scissors: Shaping discourse expectations by restricting referents.
Language, Cognition and Neuroscience,
36(3), 382-399.
https://doi.org/10.1080/23273798.2020.1852292 Bogaerds-Hazenberg, S. T. M., Evers-Vermeul, J., & van den Bergh, H. H. (2021).
A meta‐analysis on the effects of text structure instruction on reading comprehension in the upper elementary grades.
Reading Research Quarterly,
56(3), 435-462.
https://doi.org/10.1002/rrq.311 Sanders, T. J. M., Demberg, V.
, Hoek, J., Scholman, M. C. J.
, Scholman, M., Asr, F. T., Zufferey, S.
, & Evers-Vermeul, J. (2021).
Unifying dimensions in coherence relations: How various annotation frameworks are related.
Corpus linguistics and Linguistic theory,
17(1), 1-71.
https://doi.org/10.1515/cllt-2016-0078 Professional publications
Mantingh, E., Coppen, P.-A., de Glopper, K., Bax, S.
, Evers-Vermeul, J., van Herten, M., van Oostendorp, M., & van Voorst, S. (2021).
Bewuste geletterdheid in perspectief: kennis, vaardigheden en inzichten.
Neerlandistiek, 1-17.
https://neerlandistiek.nl/2021/03/bewuste-geletterdheid-in-perspectief/https://dspace.library.uu.nl/bitstream/handle/1874/416456/Bewuste-geletterdheid-in-perspectief-maart-2021-210321.pdf?sequence=1 2020
Scholarly publications
Hazenberg, S. T. M., Evers-Vermeul, J., & van den Bergh, H. H. (2020). Teachers and researchers codesigning teaching materials: can we bridge the research-practice gap?. Abstract from World Literacy Summit 2020.
Evers-Vermeul, J. (2020).
Short sentences, easy to read? Effects of connectives and layout on text comprehension by beginning readers. In N. Gagarina, & R. Musan (Eds.),
Referential and relational discourse coherence in adults and children (pp. 41-56). (SOLA Studies on Language Acquisition; Vol. 53). Mouton de Gruyter.
https://doi.org/10.1515/9781501510151-003 Sangers, N. L., Evers-Vermeul, J., Sanders, T. J. M., & Hoeken, J. A. L. (2020).
Vivid elements in Dutch educational texts.
Narrative Inquiry,
30(1), 186-210.
https://doi.org/10.1075/ni.18090.san Professional publications
Bogaerds-Hazenberg, S. T. M., Kooiker-den Boer, H., & Evers-Vermeul, J. (2020). Leesonderwijs: kunnen we de kloof tussen wetenschap en praktijk overbruggen?. Abstract from ResearchED 2020, Nijkerk, Netherlands.
2019
Scholarly publications
Kooiker-den Boer, H. S., Sanders, T. J. M., & Evers-Vermeul, J. (2019). Tekststructuur in de Kennisbasis Nederlandse taal. Orthopedagogiek: Onderzoek en Praktijk, 58(11-12), 291-309.
Sangers, N. L., Evers-Vermeul, J., Sanders, T. J. M., & Hoeken, H. (2019).
Effecten van narrativiteit in educatieve teksten: Wat zeggen onderzoeksresultaten (nog niet)? Tijdschrift voor Taalbeheersing,
41(3), 433-460.
https://doi.org/10.5117/TVT2019.3.002.SANG Hazenberg, S. T. M., Evers-Vermeul, J., & van den Bergh, H. H. (2019).
Teachers and researchers as co-designers? A design-based research on reading comprehension instruction in primary education.
Educational Design Research,
3(1), 1-24. Article 18.
https://doi.org/10.15460/eder.3.1.1399 Hazenberg, S. T. M., Evers-Vermeul, J., & van den Bergh, H. H. (2019). Teachers and researchers as co-designers? A design-based research on text-structure instruction. Poster session presented at 29th Annual Meeting of the Society for Text and Discourse, New York, New York, United States.
Hazenberg, S. T. M., Evers-Vermeul, J., & van den Bergh, H. H. (2019). Text-structure instruction in the upper elementary grades: an intervention study. Abstract from Grote Taaldag.
Hoek, J., Evers-Vermeul, J., & Sanders, T. J. M. (2019).
Using the Cognitive approach to Coherence Relations for discourse annotation.
Dialogue & DIscourse,
10(2), 1-33.
https://doi.org/10.5087/dad.2019.201 Sanders, T. J. M., & Evers-Vermeul, J. (2019).
Subjectivity and Causality in discourse and cognition: Evidence from corpus analyses, acquisition and processing. In Ó. Loureda, I. Recio Fernández, L. Nadal, & A. Cruz (Eds.),
Empirical Studies of the Construction of Discourse (pp. 273-298). (Pragmatics and Beyond New Series ; Vol. 305). John Benjamins.
https://doi.org/10.1075/pbns.305.10san Wei, Y.
, Mak, W. M., Evers-Vermeul, J., & Sanders, T. J. M. (2019).
Causal connectives as indicators of source information: Evidence from the visual world paradigm.
Acta Psychologica,
198, Article 102866.
https://doi.org/10.1016/j.actpsy.2019.102866Professional publications
Mantingh, E., Bax, S., Coppen, P.-A.
, Evers-Vermeul, J., de Glopper, C. M., van Haaften, T., van Herten, M., & Meijer Drees, M. (2019).
Perspectieven op taal, taalgebruik en literatuur als basis voor nieuwe eindtermen. Web publication/site
https://dspace.library.uu.nl/bitstream/handle/1874/391004/Perspectieven_als_basis_voor_eindtermen_NL_LINEAIR.pdf?sequence=1 2018
Scholarly publications
Evers-Vermeul, J., Scholman, M. C. J., Blything, L., Cain, K., & Hoek, J. (2018). Discourse rules: On the effects of clause order principles on the reading process. Abstract from Making Sense of Discourse, Utrecht, Netherlands.
Scholman, M. C. J., Blything, L., Cain, K., & Evers-Vermeul, J. (2018). Ordering clauses: The effects of iconicity, frame structure and information structure on text processing. Abstract from 28th Annual Meeting of the Society for Text and Discourse, Brighton, United Kingdom.
Hoek, J., Rohde, H., Evers-Vermeul, J., & Sanders, T. J. M. (2018). Updating discourse-level expectations during online processing. Abstract from 28th Annual Meeting of the Society for Text and Discourse, Brighton, United Kingdom.
Bourgonje, P.
, Hoek, J., Evers-Vermeul, J., Redeker, G.
, Sanders, T. J. M., & Stede, M. (2018).
Constructing a lexicon of Dutch discourse connectives.
Computational Linguistics in The Netherlands journal,
8, 163-175.
https://clinjournal.org/clinj/article/view/85https://dspace.library.uu.nl/bitstream/handle/1874/376558/construxcting.pdf?sequence=1Hazenberg, S. T. M., Evers-Vermeul, J., & van den Bergh, H. H. (2018). Tekststructuurinstructie in de bovenbouw van het primair onderwijs: Een meta-analyse. Abstract from 9e Anéla conferentie, Egmond aan Zee, Netherlands.
Hazenberg, S. T. M., Evers-Vermeul, J., & van den Bergh, H. H. (2018). A meta-analysis of text structure instruction in the upper elementary grades. Abstract from 28th Annual Meeting of the Society for Text and Discourse, Brighton, United Kingdom.
Bourgonje, P., Evers-Vermeul, J., Hoek, J., Redeker, G., Sanders, T. J. M., & Stede, M. (2018). A lexicon of Dutch connectives. Poster session presented at Computational Linguistics in the Netherlands, Nijmegen, Netherlands.
Hoek, J., Evers-Vermeul, J., & Sanders, T. J. M. (2018).
Segmenting discourse: Incorporating interpretation into segmentation? Corpus linguistics and Linguistic theory,
14(2), 357-386.
https://doi.org/10.1515/cllt-2016-0042 Professional publications
Evers-Vermeul, J. (2018). Begrijpelijk schrijven met steun van de wetenschap. Tekstblad, 2018(3), 12-15.
Other output
Hoek, J., Zufferey, S., Evers-Vermeul, J., & Sanders, T. J. M. (2018). Connective or no connective? The influence of default expectations and the presence of segment-internal cues on the linguistic marking of coherence relations. Abstract from Implicit and explicit marking of discourse relations, Osnabrueck, Germany.
2017
Scholarly publications
Chen, W.
, & Evers-Vermeul, J. (2017).
Expressing conditionality in Mandarin Chinese: A comparative study of 'ruguo' and 'zhiyao'.
Chinese Language and Discourse,
8(1), 95-126.
https://doi.org/10.1075/cld.8.1.06cheEvers-Vermeul, J., & van Rooijen, C. (2017).
Evidence-based adviezen voor begrijpelijk schrijven, een utopie? Tijdschrift voor Taalbeheersing,
39(2), 231-244.
https://doi.org/10.5117/TVT2017.2.EVER Tribushinina, E., & Evers-Vermeul, J. (2017).
Language acquisition and language teaching in the usage-based framework. In J. Evers-Vermeul, & E. Tribushinina (Eds.),
Usage-based approaches to language acquisition and language teaching (pp. 1-10). (Studies on Language Acquisition [SOLA]; Vol. 55). Mouton de Gruyter.
https://doi.org/10.1515/9781501505492-001 van den Bergh, H. H., & Evers-Vermeul, J. (2017). Validity issues in longitudinal research. In J. Evers-Vermeul, & E. Tribushinina (Eds.), Usage-based approaches to language acquisition and language teaching (pp. 97-114). (Studies on Language Acquisition (SOLA); Vol. 55). Mouton de Gruyter.
Evers-Vermeul, J., & Tribushinina, E. (Eds.) (2017). Usage-based approaches to language acquisition and language teaching. (Studies on Language Acquistion [SOLA]; Vol. 55). Mouton de Gruyter.
Professional publications
Hazenberg, S. T. M., Evers-Vermeul, J., & van den Bergh, H. H. (2017). Inhoud en didactiek van begrijpend lezen. Tijdschrift taal voor opleiders en onderwijsadviseurs, 8(12), 21-30.
Other output
Hoek, J., Rohde, H., Evers-Vermeul, J., & Sanders, T. J. M. (2017). Shaping discourse expectations by restricting referents. Abstract from DETEC 2017, Nijmegen, Netherlands.
Hoek, J., Rohde, H., Evers-Vermeul, J., & Sanders, T. J. M. (2017). Coherence-driven discourse expectations from restrictive relative clauses. Abstract from 27th Annual Meeting of the Society for Text and Discourse, Philadelphia, Pennsylvania, United States.
Hoek, J., Evers-Vermeul, J., & Sanders, T. J. M. (2017). Complete and independent? Reconsidering discourse segmentation basics. Abstract from DGfS conference, Saarbrücken, Germany.
Hoek, J., Zufferey, S. I., Evers-Vermeul, J., & Sanders, T. J. M. (2017). Discourse connectives in translation. Abstract from CogLing7, Nijmegen, Netherlands.
2016
Scholarly publications
Li, F., Sanders, T. J. M., & Evers-Vermeul, J. (2016). On the subjectivity of Mandarin reason connectives: Robust profiles or genre-sensitivity? In N. Stukker, W. Spooren, & G. Steen (Eds.), Genre in language, discourse and cognition (pp. 15-49). Mouton de Gruyter.
Scholman, M., Evers-Vermeul, J., & Sanders, T. J. M. (2016).
A step-wise approach to discourse annotation: Towards a reliable categorization of coherence relations.
Dialogue & DIscourse,
7(2), 1-28.
https://doi.org/10.5087/dad.2016.201 Popularising publications
Other output
Evers-Vermeul, J., & van der Hoeven, J. (2016). Tekststructuur en tekstbegrip: Hoe hangen ze samen?. Abstract from "Begrijpend lezen nieuwe stijl!" van Expertis Onderwijsadviseurs, Bunnik.
Evers-Vermeul, J. (2016). Increasing text complexity: From narrative to authorial stance. Abstract from Do you catch my drift? A multidisciplinary view on educational message design, Utrecht, Netherlands.
Evers-Vermeul, J., van der Hoeven, J., & van den Bergh, H. H. (2016). Effectief leesonderwijs voor en door docenten Nederlands. Abstract from NRO Inspiratiebijeenkomst, Amersfoort, Netherlands.
Evers-Vermeul, J., Bogaerds-Hazenberg, S. T. M., & Sanders, T. J. M. (2016). Establishing coherence using connectives: A developmental overview. Abstract from Twenty-Third Annual Meeting Society for the Scientific Study of Reading, Porto, Portugal.
Wei, Y., & Evers-Vermeul, J. (2016). Perspective marking and subjectivity in coherence relations: A collocation analysis of Chinese connectives . Abstract from LPTS2016, Valencia, Spain.
Hazenberg, S. T. M., Bouwer, I. R., Evers-Vermeul, J., & van den Bergh, H. H. (2016). "Add punctuation!" How primary school students revise their text in response to teacher feedback. Abstract from 26e Anéla/VIOT Juniorendag, Amsterdam, Netherlands.
Hoek, J., Zufferey, S., Evers-Vermeul, J., & Sanders, T. J. M. (2016). When do we need a connective? Cognitive complexity and the marking of coherence relations. Abstract from 26th Annual Meeting of the Society for Text & Discourse, Kassel, Germany.
Sanders, T. J. M., Demberg, V., Evers-Vermeul, J., Hoek, J., Scholman, M., & Zufferey, S. I. (2016). How can we relate various annotation schemes? Unifying dimensions in discourse relations. Abstract from TextLink Second Action Conference, Budapest, Hungary.
Evers-Vermeul, J., Hoek, J., & Scholman, M. (2016). On temporality in discourse annotation.
Sanders, T. J. M., Demberg, V., Evers-Vermeul, J., Hoek, J., Scholman, M., Asr, F. T., & Zufferey, S. I. (2016). Unifying dimensions in discourse relations: How various annotation schemes are related. Abstract from LPTS2016, Valencia, Spain.
Hoek, J., Evers-Vermeul, J., & Sanders, T. J. M. (2016). Segmenting discourse units: Incorporating interpretation into decision rules?. Abstract from LPTS2016, Valencia, Spain.
2015
Scholarly publications
van Silfhout, G., Evers-Vermeul, J., & Sanders, T. (2015).
Connectives as processing signals: How students benefit in processing narrative and expository texts.
Discourse Processes,
52(1), 47-76.
https://doi.org/10.1080/0163853X.2014.905237 Professional publications
Popularising publications
Evers-Vermeul, J. (2015). Toetsing in context vraagt doordenking van de rol van taal. De Cascade, Tijdschrift voor onderwijs, onderzoek & ontwikkeling, 12(4), 17-19.
Other output
Wei, Y., & Evers-Vermeul, J. (2015). Perspective marking and subjectivity in coherence relations: A collocation analysis of Chinese connectives. Abstract from International Conference on Corpus Linguistics and Technology Advancement (CoLTA) 2015, Hong Kong, Hong Kong.
Evers-Vermeul, J., & Sanders, T. J. M. (2015). Validating categories of causal relations: Converging evidence from corpus-based research and experiments. Paper presented at SLE 2015, Leiden, Netherlands.
Evers-Vermeul, J., & van Rooijen, C. (2015). Hoe komen evidence-based schrijfadviezen tot stand?. Paper presented at Workshop "Begrijpelijk schrijven met evidence-based schrijfadviezen", Utrecht, Netherlands.
Evers-Vermeul, J. (2015). Waarom zou je letten op de begrijpelijkheid van teksten?. Paper presented at Workshop "Begrijpelijk schrijven met evidence-based schrijfadviezen", Utrecht, Netherlands.
Evers-Vermeul, J. (2015). On the role of language in context-dependent examination questions. Poster session presented at 25th Annual Meeting of the Society for Text and Discourse, Minneapolis, United States.
Hoek, J., Evers-Vermeul, J., & Sanders, T. J. M. (2015). The role of expectedness in the implicitation and explicitation of discourse relations. Poster session presented at Second Workshop on Discourse in Machine Translation (DiscoMT), Lisbon, Portugal.
Hoek, J., Zufferey, S., Evers-Vermeul, J., & Sanders, T. (2015). Cognitive factors affecting the explicit vs. implicit communication of discourse relations across languages. Abstract from IPRA 2015, Antwerpen, Belgium.
2014
Scholarly publications
Evers-Vermeul, J., & Pardoel, M. (2014). Contexten in digitale examens: brug of barrière? Een onderzoek naar de leesbaarheid van vmbo-BB-examens Wiskunde en Maatschappijleer 2. Universiteit Utrecht.
van Veen, R., Evers-Vermeul, J., Sanders, T., & van den Bergh, H. (2014).
“Why? Because I’m talking to you!”: Parental input and cognitive complexity as determinants of children’s connective acquisition. In H. Gruber, & G. Redeker (Eds.),
The pragmatics of discourse coherence: Theories and applications (pp. 209-242). (Pragmatics & Beyond New Series; Vol. 254). John Benjamins.
https://doi.org/10.1075/pbns.254.08vee van Silfhout, G., Evers-Vermeul, J., Mak, W. M., & Sanders, T. J. M. (2014).
Connectives and layout as processing signals: How textual features affect students’ processing and text representation.
Journal of Educational Psychology,
106(4), 1036-1048.
https://doi.org/10.1037/a0036293 van Silfhout, G., Evers-Vermeul, J., & Sanders, T. J. M. (2014).
Establishing coherence in schoolbook texts: How connectives and layout affect students' text comprehension.
Dutch Journal of Applied Linguistics,
3(1), 1-29.
https://doi.org/10.1075/dujal.3.1.01sil Professional publications
Popularising publications
van Silfhout, G., Evers-Vermeul, J., & Sanders, T. J. M. (2014). Effectieve leerteksten in het vmbo: Hoe leuk moet je het maken? Didactief, 44(1), 30-31.
Other output
Wei, Y., & Evers - Vermeul, J. (2014). A three-layer approach to the cognitive representation and linguistic marking of subjectivity and perspective. Abstract from CogLingDays, Ghent, Belgium.
2013
Scholarly publications
Li, F., Evers-Vermeul, J., & Sanders, T. J. M. (2013).
Subjectivity and result marking in Mandarin: A corpus-based investigation.
Chinese Language and Discourse,
4(1), 74 –119.
https://doi.org/10.1075/cld.4.1.03li van Veen, R., Evers-Vermeul, J., Sanders, T. J. M., & van den Bergh, H. (2013).
The influence of input on connective acquisition: A growth curve analysis of English 'because' and German 'weil'.
Journal of Child Language,
40(5), 1003-1031.
https://doi.org/10.1017/S0305000912000451 Evers-Vermeul, J., & Holtermann, M. (2013).
Doorlopende leerlijnen: Implicaties voor leveling van leer- en examenteksten voor het middelbaar onderwijs.
Tijdschrift voor Taalbeheersing,
35(1), 1-24.
https://doi.org/10.5117/TVT2013.1.EVER Professional publications
Dekker, J., van den Berg, J. G., Kraf, R. L., & Evers-Vermeul, J. (2013). 10 jaar Economie (en/of Taal?). Tijdschrift voor het Economisch Onderwijs, 113(1), 26-34.
Popularising publications
Pander Maat, H. L. W., Evers-Vermeul, J., & Sanders, T. J. M. (2013). Natuurlijk is elk antwoord bijna goed. De Volkskrant.
2012
Scholarly publications
Professional publications
2011
Scholarly publications
Evers-Vermeul, J., Degand, L., Fagard, B., & Mortier, L. (2011).
Historical and comparative perspectives on subjectification: A corpus-based analysis of Dutch and French causal connectives.
Linguistics,
49(2), 445-478.
https://doi.org/10.1515/ling.2011.014 Professional publications
Evers-Vermeul, J., & Land, J. F. H. (2011). Slecht gelezen of slecht geleerd? Een onderzoek naar de leesbaarheid van VMBO-BB-examens Biologie en Economie. Universiteit Utrecht (in opdracht van het College voor Examens).
2010
Scholarly publications
2009
Scholarly publications
van Veen, R., Evers-Vermeul, J., Sanders, T. J. M., & van den Bergh, H. (2009).
Parental input and connective acquisition: A growth curve analysis.
First Language,
29(3), 267-289.
https://doi.org/10.1177/0142723708101679 van den Bergh, H., Evers-Vermeul, J., & de Haas, T. (2009). Doorlopende leerlijnen voor het taalonderwijs. In A. Backus, M. Keijzer, I. Vedder, & B. Weltens (Eds.), Artikelen van de 6de Anela conferentie (pp. 408-415). Eburon.
Evers-Vermeul, J., & Sanders, T. J. M. (2009).
The emergence of Dutch connectives: How cumulative cognitive complexity explains the order of acquisition.
Journal of Child Language,
36(4), 829-854.
https://doi.org/:10.1017/S0305000908009227 Professional publications
Popularising publications
Evers-Vermeul, J., & Sanders, T. J. M. (2009). "Zeg het in jip-en-janneketaal". Begrijpelijk schrijven in de geest van Annie M.G. Schmidt. Onze Taal, 78(9), 244-246.
2005
Scholarly publications
2003
Scholarly publications
Evers-Vermeul, J., & Stukker, N. M. (2003). Subjectificatie in de ontwikkeling van causale connectieven? De diachronie van ´daarom´, ´dus´, ´want´ en ´omdat´. Gramma/TTT, 9(2/3), 111-139.
Popularising publications
2002
Scholarly publications
Weerman, F. P., & Evers-Vermeul, J. (2002). Pronouns and case. Lingua, 112, 301-338.
2000
Scholarly publications
Evers-Vermeul, J. (2000). De complexiteit van connectiefverwerving. Nederlandse taalkunde, 5(3), 250-271.
1999
Other output
Evers-Vermeul, J. (1999). The development of Dutch connectives: a pilot study. Poster session presented at Unknown event, Asilomar, USA.