Citations (45)
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Elizabeth Loftin Michael, Amber Ray & Debra McKeown. (2022) Assessment for effective strategy instruction in writing. Preventing School Failure: Alternative Education for Children and Youth 66:4, pages 327-332.
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Sharnee Escott & Matthew T. McCrudden. (2022) Investigating Self-Regulated Strategy Development for Persuasive Writing With Elementary School Students in Aotearoa/New Zealand. Journal of Research in Childhood Education 36:3, pages 392-405.
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Meaghan McKenna, Howard Goldstein, Xigrid Soto-Boykin, Ke Cheng, Gary A. Troia & John Ferron. (2021) Supplemental intervention improves writing of first-grade students: Single case experimental design evaluation. The Journal of Educational Research 114:3, pages 278-293.
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Rebecca A. Levy & John C. Begeny. (2020) An Evaluation of a Resource Efficient Writing Intervention Delivered by Paraprofessionals to Second Grade Students. Reading & Writing Quarterly 36:6, pages 542-562.
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Susan Stewart Fields. (2020) From “Painstaking” to “Open and Loose”: Using a Discursive-Cognitive Lens to Ease a Frustrated Adolescent Writer’s Process. Reading & Writing Quarterly 36:5, pages 462-479.
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Alexander K. Ledbetter, McKay Moore Sohlberg, Stephen F. Fickas, Mark A. Horney & Kent McIntosh. (2019) Evaluation of a computer-based prompting intervention to improve essay writing in undergraduates with cognitive impairment after acquired brain injury. Neuropsychological Rehabilitation 29:8, pages 1226-1255.
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Erin K. Reid, Milena A. Keller-Margulis, G. Thomas Schanding$suffix/text()$suffix/text() & Tammy D. Tolar. (2019) Predicting kindergarten writing achievement using early written expression and behavior screening. Journal of Applied School Psychology 35:3, pages 215-233.
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Barbara Arfé, Sara Ghiselli & Silvia Montino. (2016) The written language of children with cochlear implant. Hearing, Balance and Communication 14:3, pages 103-110.
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Emily C. Bouck, Nancy K. Meyer, Rajiv Satsangi, Melissa N. Savage & Megan Hunley. (2015) Free Computer-Based Assistive Technology to Support Students With High-Incidence Disabilities in the Writing Process. Preventing School Failure: Alternative Education for Children and Youth 59:2, pages 90-97.
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Atara Siegel, Mary Anne Toledo-Tamula, Staci Martin, Andy Gillespie, Anne Goodwin, Brigitte Widemann & Pamela L. Wolters. Written language achievement in children and adolescents with neurofibromatosis type 1 and Plexiform Neurofibromas. Child Neuropsychology 0:0, pages 1-21.
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Articles from other publishers (35)
William Romine, Delinda van Garderen, William Folk, Amy Lannin, Rachel Juergensen, Cassandra Smith, Heba Abedelnaby & Tracey Milarsky. (2023) Science Literacy: Using Multimodal STEM Text Sets to Help Students With Disabilities Engage in Argumentation. Learning Disability Quarterly 47:2, pages 84-96.
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Elaine R. Silliman, Ruth H. Bahr, Robin L. Danzak & Maria Rosa Brea-Spahn. (2024) Coordinating Multiple Language Levels in Writing. Topics in Language Disorders 44:2, pages 111-130.
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Barry Bai, Wenjuan Guo & Chuang Wang. (2024) Relationships between struggling EFL writers’ motivation, self-regulated learning (SRL), and writing competence in Hong Kong primary schools. Applied Linguistics Review 15:1, pages 135-159.
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Elvira Kalenjuk, Pearl Subban, Stella Laletas & Sue Wilson. (2024)
‘
That’s Not Something That’s Necessarily on the Radar
’: Educators’ Perspectives on Dysgraphia
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Amy Gillespie Rouse. 2024. The Palgrave Encyclopedia of Disability. The Palgrave Encyclopedia of Disability
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Naymé Salas, Mariona Pascual, Marilisa Birello & Anna Cross. (2023) Embedding Explicit Linguistic Instruction in an SRSD Writing Intervention. Written Communication 40:3, pages 857-891.
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Soonhee Hwang. (2023) A Systematic Review of Self-Regulated Writing Strategies Related Research Trends in Korea. The Korean Association of General Education 17:1, pages 27-46.
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Hugo Vilar & Mariona Pascual. 2023. Development of Writing Skills in Children in Diverse Cultural Contexts. Development of Writing Skills in Children in Diverse Cultural Contexts
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Fatma KIRMIZI & Duygu ÇAĞ ADIGÜZEL. (2022) Evaluation of Creative Writing Products of Primary School Students According to Some Variables. Pamukkale University Journal of Education.
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Dilek SARILAN & Çiğdem ŞAHİN TAŞKIN. (2022) Sınıf Öğretmenlerinin Okuryazarlık Öğretimine İlişkin Özyeterlik Algılarının İncelenmesiInvestigation of Self-Efficacy Perceptions of Primary Teachers Regarding Literacy Teaching. Ana Dili Eğitimi Dergisi 10:3, pages 696-717.
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Diren ÇELİK & Derya ARSLAN ÖZER. (2022) Sınıf Öğretmenlerinin Yazma Güçlüğü ile İlgili GörüşleriElementary School Teachers’ Views on Writing Difficulties. Ana Dili Eğitimi Dergisi 10:3, pages 648-670.
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Ana Margarida Veiga-Simão, Sofia Oliveira, Janete Silva-Moreira & Maria Itália Temudo. (2022)
Assessing the Efficacy and Social Validity of
CriaTivo
, a Curriculum-Based Intervention to Promote Self-Regulation of Writing in Portuguese Elementary Education
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Eylem Ezgi AHISKALI & Nevin AKKAYA. (2021) Özdüzenlemeli Strateji Geliştirme Modeli ile Yapılandırılan Planlama ve Yazma Stratejileri Öğretiminin Planlama ile Yazma Başarısına ve Kalıcılığa EtkisiThe Effect of Teaching Planning and Writing Strategies Structured with Self Regulation Strategy Model on Planning and Writing Achievement and Retention. Ana Dili Eğitimi Dergisi 9:3, pages 787-803.
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Eylem Ezgi AHISKALI & Nevin AKKAYA. (2021) Türkçe Öğretmeni Adaylarının Özdüzenlemeli Strateji Geliştirme Modeliyle Yapılandırılan Planlama ve Yazma Stratejileri Öğretimine İlişkin Görüşleri. Batı Anadolu Eğitim Bilimleri Dergisi 12:1, pages 1-17.
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D. Escorcia & M. Gimenes. (2020) Metacognitive components of writing: Construction and validation of the Metacognitive Components of Planning Writing Self-inventory (MCPW-I). European Review of Applied Psychology 70:1, pages 100515.
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George Uduigwome. 2020. Accessibility and Diversity in Education. Accessibility and Diversity in Education
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Mary F. Rice & Michael Dunn. (2020) Supporting Children’s Writing in Inclusive Classrooms With Arts-Based Strategies. TEACHING Exceptional Children 52:3, pages 147-156.
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Rhonda Geres-Smith, Sterett H. Mercer, Catherine Archambault & Jamie M. Bartfai. (2017) A Preliminary Component Analysis of Self-Regulated Strategy Development for Persuasive Writing in Grades 5 to 7 in British Columbia. Canadian Journal of School Psychology 34:1, pages 38-55.
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Nelba Maria Teixeira Pisacco, Yasmini Lais Spindler Sperafico, Jacqueline Raquel Bianchi Enricone, Luciano Santos Pinto Guimarães, Luis Augusto Rohde & Beatriz Vargas Dorneles. (2018) Metacognitive interventions in text production and working memory in students with ADHD. Psicologia: Reflexão e Crítica 31:1.
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Samantha L. Cleaver & Charles L. Wood. (2018) Using Pinterest to Find and Share Evidence-Based Practices. Intervention in School and Clinic 54:2, pages 111-117.
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Frederick J. Brigham, John William McKenna, Carlos E. Lavin, Michele M. Brigham & Lindsay Zurawski. 2018. Viewpoints on Interventions for Learners with Disabilities. Viewpoints on Interventions for Learners with Disabilities
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Lynn G. Jackson, Mary Lou Duffy, Michael P. Brady & Jazarae McCormick. (2017) Effects of Learning Strategy Training on the Writing Performance of College Students with Asperger’s Syndrome. Journal of Autism and Developmental Disorders 48:3, pages 708-721.
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Jane Lisa Waite, Paul Curzon, William Marsh, Sue Sentance & Alex Hadwen-Bennett. (2018) Abstraction in action: K-5 teachers' uses of levels of abstraction, particularly the design level, in teaching programming.. International Journal of Computer Science Education in Schools 2:1, pages 14-40.
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Rod D. Roscoe, Joshua Wilson, Adam C. Johnson & Christopher R. Mayra. (2017) Presentation, expectations, and experience: Sources of student perceptions of automated writing evaluation. Computers in Human Behavior 70, pages 207-221.
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George Uduigwome. 2017. Preparing Pre-Service Teachers for the Inclusive Classroom. Preparing Pre-Service Teachers for the Inclusive Classroom
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Erin M. McDonough, Dawn P. Flanagan, Megan Sy & Vincent C. Alfonso. 2017. Handbook of DSM-5 Disorders in Children and Adolescents. Handbook of DSM-5 Disorders in Children and Adolescents
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Sarah R. Powell & Michael A. Hebert. (2016) Influence of Writing Ability and Computation Skill on Mathematics Writing. The Elementary School Journal 117:2, pages 310-335.
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Michael A. Hebert & Sarah R. Powell. (2016) Examining fourth-grade mathematics writing: features of organization, mathematics vocabulary, and mathematical representations. Reading and Writing 29:7, pages 1511-1537.
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Teresa A. Ukrainetz. (2016) Strategic Intervention for Expository Texts: Teaching Text Preview and Lookback. Perspectives of the ASHA Special Interest Groups 1:1, pages 99-108.
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Emily C. Bouck. (2016) A National Snapshot of Assistive Technology for Students With Disabilities. Journal of Special Education Technology 31:1, pages 4-13.
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Jakob Åsberg Johnels, Svenny Kopp & Christopher Gillberg. (2012) Spelling Difficulties in School-Aged Girls With Attention-Deficit/Hyperactivity Disorder. Journal of Learning Disabilities 47:5, pages 424-434.
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Christina Yuknis. (2014) A Grounded Theory of Text Revision Processes Used by Young Adolescents Who Are Deaf. Exceptional Children 80:3, pages 307-322.
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Tina Marlene Hudson, Kim Hinkson-Lee & Belva Collins. (2012) Teaching Paragraph Composition to Students with Emotional/Behavioral Disorders Using the Simultaneous Prompting Procedure. Journal of Behavioral Education 22:2, pages 139-156.
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Linda H. Mason. 2013. Learning Disabilities: Practice Concerns And Students With LD. Learning Disabilities: Practice Concerns And Students With LD
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