Citations (134)
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Sarah K. Clark, Lorilynn B. Brandt & Elise Joyner. (2024) Examining the Effects of Integrated Science and Literacy Instruction on Second Graders’ Reading Comprehension, Reading Motivation, and Ability to Write Science Informational Texts. Reading & Writing Quarterly 40:3, pages 268-285.
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Christian Beighton. (2024) Trainee teachers and academic literacy: process, pedagogy and practice. Educational Studies 0:0, pages 1-17.
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Gary Cheng, Gloria Shu-Mei Chwo & Wing Shui Ng. (2023) Automated tracking of student revisions in response to teacher feedback in EFL writing: technological feasibility and teachers' perspectives. Interactive Learning Environments 31:8, pages 5236-5260.
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Ying Guo, Cynthia Puranik, Yanli Xie, Megan Schneider Dinnesen & Allison Breit. (2023) An Observational Study of Writing Instruction and Practice in Kindergarten Classrooms. Literacy Research and Instruction 62:2, pages 180-202.
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Debbie De Neve, An Leroy, Katrien Struyven & Tom Smits. (2022) Supporting formative assessment in the second language classroom: an action research study in secondary education. Educational Action Research 30:5, pages 828-849.
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Gary Cheng. (2022) Exploring the effects of automated tracking of student responses to teacher feedback in draft revision: evidence from an undergraduate EFL writing course. Interactive Learning Environments 30:2, pages 353-375.
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Maryam Khosronejad, Mary Ryan, Georgina Barton, Debra Myhill & Lisa Kervin. (2022) Examining how classroom talk shapes students’ identities as reflexive writers in elementary classrooms. Classroom Discourse 13:1, pages 64-82.
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Divya Varier, Sharon Zumbrunn, Sarah Conklin, Sarah Marrs, J. K. Stringer & Jennifer Furman. (2021) Getting stuck in writing: exploring elementary students’ writing self-regulation strategies. Educational Studies 47:6, pages 680-699.
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Ömer Faruk Tavşanlı, Asude Bilgin, Kasım Yıldırım, Timothy Rasinski & Barbara Tschantz. (2021) The Effect of a PBWMIP on Writing Success and Attitude toward Writing. Reading & Writing Quarterly 37:5, pages 425-443.
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Kristen Finlayson & Matthew T. McCrudden. (2021) A 17-Week Teacher-Implemented Story Writing Intervention With Year 2 Students in New Zealand: A Mixed Methods Study. Reading & Writing Quarterly 37:4, pages 365-381.
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Sarah K. Clark, Leigh K. Smith, Emma Judd & Victoria Rosdahl. (2021) Using Disciplinary Literacy to Teach Children to Write Science Informational Text. Reading Psychology 42:5, pages 455-483.
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Apryl L. Poch, Morgan Hamby & Xiaohan Chen. (2020) Secondary Teachers’ Beliefs About Teaching Writing to Typically Achieving and Struggling Adolescent Writers. Reading & Writing Quarterly 36:6, pages 497-520.
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Yu Huang & Lawrence Jun Zhang. (2020) Does a Process-Genre Approach Help Improve Students’ Argumentative Writing in English as a Foreign Language? Findings From an Intervention Study. Reading & Writing Quarterly 36:4, pages 339-364.
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Mary A. Avalos, Xuchilt Perez & Vanessa Thorrington. (2020) Comparing Secondary English Teachers’ Ideal and Actual Writing Practices for Diverse Learners: Constrained Professionalism in Figured Worlds of High-Stakes Testing. Reading & Writing Quarterly 36:3, pages 225-242.
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Jill Caviglia-Harris. (2020) Using the process approach to teach writing in economics. The Journal of Economic Education 51:2, pages 116-129.
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Kristen Finlayson & Matthew T. McCrudden. (2020) Teacher-Implemented Writing Instruction for Elementary Students: A Literature Review. Reading & Writing Quarterly 36:1, pages 1-18.
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Katie E. Schrodt, Amy M. Elleman, Erin R. FitzPatrick, Michelle M. Hasty, Jwa K. Kim, Terri J. Tharp & Hillary Rector. (2019) An Examination of Mindset Instruction, Self-Regulation, and Writer’s Workshop on Kindergarteners’ Writing Performance and Motivation: A Mixed-Methods Study. Reading & Writing Quarterly 35:5, pages 427-444.
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Seyyed-Abdolhamid Mirhosseini & Roya Kianfar. (2019) Writing the World in a Foreign Language. Changing English 26:1, pages 16-29.
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Sarah K. Clark & John Neal. (2018) Teaching second-grade students to write sequential text. The Journal of Educational Research 111:6, pages 764-772.
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Paul Deane. (2018) The Challenges of Writing in School: Conceptualizing Writing Development Within a Sociocognitive Framework. Educational Psychologist 53:4, pages 280-300.
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Daphne Carr Henderson, William H. Rupley, Janet Alys Nichols, William Dee Nichols & Timothy V. Rasinski. (2018) Triangulating Teacher Perception, Classroom Observations, and Student Work to Evaluate Secondary Writing Programs. Reading & Writing Quarterly 34:1, pages 63-78.
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Kathleen A. J. Mohr. (2017) Using modeled writing to support English-only and English-learner second-grade students. The Journal of Educational Research 110:6, pages 619-633.
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Paul H. Ricks, Timothy G. Morrison, Brad Wilcox & Ramona Cutri. (2017) Effective Writing Content Conferences in a Sixth Grade Classroom: A Cross-Case Analysis. Literacy Research and Instruction 56:2, pages 114-131.
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Majida “Mohammed Yousef” Dajani. (2017) Introducing Science Stories in Palestinian Elementary Classrooms: Facilitating Teacher Learning. Journal of Science Teacher Education 28:1, pages 73-91.
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Shelli M. Poe & Emily O. Gravett. (2016) Acknowledging Students' Collaborations through Peer Review: A Footnoting Practice. College Teaching 64:2, pages 73-83.
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Ali Fuat Arici & Abdullah Kaldirim. (2015) The Effect of the Process-based Writing Approach on Writing Success and Anxiety of Pre-service Teachers. The Anthropologist 22:2, pages 318-327.
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Cindy D. Jones & D. Ray Reutzel. (2015) Write to Read: Investigating the Reading-Writing Relationship of Code-Level Early Literacy Skills. Reading & Writing Quarterly 31:4, pages 297-315.
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Cindy D’On Jones. (2015) Effects of Writing Instruction on Kindergarten Students’ Writing Achievement: An Experimental Study. The Journal of Educational Research 108:1, pages 35-44.
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Julia C. Duncheon & William G. Tierney. (2014) Examining College Writing Readiness. The Educational Forum 78:3, pages 210-230.
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Articles from other publishers (105)
Jennifer Meyer, Thorben Jansen, Ronja Schiller, Lucas W. Liebenow, Marlene Steinbach, Andrea Horbach & Johanna Fleckenstein. (2024) Using LLMs to bring evidence-based feedback into the classroom: AI-generated feedback increases secondary students’ text revision, motivation, and positive emotions. Computers and Education: Artificial Intelligence 6, pages 100199.
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Sarah K. Clark & Rebecca K. Hunter. 2024. Cultivating Literate Citizenry Through Interdisciplinary Instruction. Cultivating Literate Citizenry Through Interdisciplinary Instruction
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Anthony D. Koutsoftas & Karen Hoover. (2024) Implementing Strategy-Based Instruction for Struggling Writers via Telepractice. Topics in Language Disorders 44:2, pages 131-147.
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Elmaziye Ozgur Kufi. (2024) YABANCI DİL EĞİTİMİ’NDE SOSYOLOJİK YAKLAŞIM VE UYGULAMALARIN KOMPOZİSYON YAZIMINA ETKİSİ. Sosyolojik Düşün 9:1, pages 24-62.
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Zhan Wang & Ming Ming Chiu. (2024) Multi-discourse Modes in Student Writing: Effects of Combining Narrative and Argument Discourse Modes on Argumentative Essay Scores. Applied Linguistics 45:1, pages 20-40.
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Bethany P. Lewis. (2024) Three Strategies for Supporting Elementary Writers through the Practice of Sharing. The Reading Teacher 77:5, pages 765-769.
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Vasiliki Kokkali & Faye Antoniou. (2024) A meta-analysis of almost 40 Years of research: Unreleasing the power of written expression in students with learning disabilities. Educational Research Review 42, pages 100592.
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Halit Karatay, Kadir Vefa Tezel, Emre Yazıcı & Talha Göktentürk. (2023) The effect of the 4 + 1 planned writing and evaluation model on creative writing: An action research study. South African Journal of Education 43:Supplement 2, pages S1-S13.
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Elmaziye Özgür Küfi. (2023) Activation of Content-Schemata for Scaffolding L2 Writing: Voices from a Turkish Context. Journal of Psycholinguistic Research 52:6, pages 2405-2427.
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Mindy Svenlin & Sofia Jusslin. (2023) Thinking brainstorming as otherwise in collaborative writing: A rhizoanalysis. Linguistics and Education 77, pages 101218.
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Afsheen Rezai, Parisa Ashkani & Sayed M. Ismail. (2023) Effects of Group-Dynamic Assessment and Process-Based Instruction on EFL Learners’ Metacognitive Awareness and Listening Comprehension: A Mixed-Methods Inquiry. Journal of Psycholinguistic Research 52:5, pages 1345-1370.
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Nejla GEZMİŞ. (2023) Süreç Odaklı Yazma Yaklaşımının Yazma Tutukluğu Üzerindeki EtkisiThe Effect of Process Writing Approach on Writer’s Block. Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi 25:3, pages 810-826.
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Levente L. Orbán. (2023) Using version control to document genuine effort in written assignments: a protocol with examples for universities. Frontiers in Education 8.
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Geoffrey J. Huck. (2023) A course of free voluntary reading on linguistic principles for average to below-average writers in university. Pedagogical Linguistics.
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Heqiao Wang & Gary A. Troia. (2023) How students' writing motivation, teachers' personal and professional attributes, and writing instruction impact student writing achievement: a two-level hierarchical linear modeling study. Frontiers in Psychology 14.
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Omer Faruk Tavsanli, Yilmaz Soysal & Abdullah Kaldirim. (2023) A Chronological Analysis of Intellectual Demands in the Turkish Writing Curricula. SAGE Open 13:3.
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Shulin Yu, Lianjiang Jiang & Nan Zhou. (2020) The impact of L2 writing instructional approaches on student writing motivation and engagement. Language Teaching Research 27:4, pages 958-973.
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N. Müller, T. Utesch & V. Busse. (2023) Qualität statt Quantität? Zum Zusammenhang von Schreibförderungs- und Feedbackpraktiken mit Textqualität unter Berücksichtigung von migrationsbedingter MehrsprachigkeitQuality over quantity? Linking writing support and feedback practices with text quality in consideration of migration-related multilingualism. Unterrichtswissenschaft 51:2, pages 169-198.
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Arzu ATASOY. (2023) The Last Decade of Writing Education Studies (2010-2020): A Systematic ReviewThe Last Decade of Writing Education Studies (2010-2020): A Systematic Review. Dil Eğitimi ve Araştırmaları Dergisi 9:1, pages 106-149.
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Séverine De Croix, Marine André, Dylan Dachet, Anouk Dumont, Dominique Ledur, Elodie Pénillon & Patricia Schillings. (2023) Recourir à un devis de recherche mixte pour étudier l’évolution des compétences scripturales d’élèves qui pratiquent les ateliers d’écriture au premier cycle du primaireUtilizing a mixed-methods research design to study the development of writing skills in students participating in writing workshops in the first cycle of primary educationUtilização de um desenho de pesquisa mista para estudar a evolução das competências de escrita em estudantes que participam de oficinas de escrita no primeiro ciclo do ensino básico. Mesure et évaluation en éducation 46:1, pages 55.
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Kathleen F. Clark, Karen S. Evans, Christine M. Reinders & Kathleen A. O’Dell. (2021) Primary Grade Students’ Achievement Given Differentiated Process Writing Instruction in a Summer Learning Program. Early Childhood Education Journal 51:1, pages 55-65.
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Kristen Finlayson & Matthew T. McCrudden. (2022) Teacher-implemented self-regulated strategy development instruction for story writing with year 2 students in Aotearoa/New Zealand: A mixed methods study. Teaching and Teacher Education 119, pages 103846.
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Gary A. Troia, Heqiao Wang & Frank R. Lawrence. (2022) Latent profiles of writing-related skills, knowledge, and motivation for elementary students and their relations to writing performance across multiple genres. Contemporary Educational Psychology 71, pages 102100.
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Emily Howell & Jeanne Dyches. (2022) Sharpening Students' Racial Literacies through Multimodal Subversion. Journal of Adolescent & Adult Literacy 66:2, pages 100-110.
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Shulin Yu, Yu Zhou & Emily Di Zhang. (2022) Discourses of writing and learning to write in L2 writing curriculum in Chinese universities. Language Teaching Research, pages 136216882211139.
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Dayu Jiang & Slava Kalyuga. (2022) Learning English as a Foreign Language Writing Skills in Collaborative Settings: A Cognitive Load Perspective. Frontiers in Psychology 13.
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Steve Graham, Omer Faruk Tavsanli & Abdullah Kaldirim. (2021) Improving Writing Skills of Students in Turkey: a Meta-analysis of Writing Interventions. Educational Psychology Review 34:2, pages 889-934.
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Stephanie Al Otaiba, Amy Gillespie Rouse & Kristi Baker. (2018) Elementary Grade Intervention Approaches to Treat Specific Learning Disabilities, Including Dyslexia. Language, Speech, and Hearing Services in Schools 49:4, pages 829-842.
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Steve Graham, Karen R. Harris & Tanya Santangelo. (2015) Research-Based Writing Practices and the Common Core. The Elementary School Journal 115:4, pages 498-522.
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Xiaoping Li & Mingyuan Zhang. (2015) Rising to the Challenge. SAGE Open 5:2, pages 215824401559016.
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Steve Graham. 2015. International Encyclopedia of the Social & Behavioral Sciences. International Encyclopedia of the Social & Behavioral Sciences
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772
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Amy Gillespie & Steve Graham. (2014) A Meta-Analysis of Writing Interventions for Students With Learning Disabilities. Exceptional Children 80:4, pages 454-473.
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Fien De Smedt & Hilde Van Keer. (2014) A Research Synthesis on Effective Writing Instruction in Primary Education. Procedia - Social and Behavioral Sciences 112, pages 693-701.
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Steve Graham & Karen R. Harris. (2013) Common Core State Standards, Writing, and Students with LD: Recommendations. Learning Disabilities Research & Practice 28:1, pages 28-37.
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Steve Graham, Amy Gillespie & Debra McKeown. (2012) Writing: importance, development, and instruction. Reading and Writing 26:1, pages 1-15.
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Janet M. Sturm. (2012) An Enriched Writers' Workshop for Beginning Writers with Developmental Disabilities. Topics in Language Disorders 32:4, pages 335-360.
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