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Educational Psychologist Volume 53, 2018 - Issue 4: Conceptualizing Writing
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Articles

A Metacognitive Model of Writing: An Update From a Developmental Perspective

Douglas J. HackerDepartment of Educational Psychology, University of UtahCorrespondence[email protected]
Pages 220-237 | Published online: 04 Oct 2018

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Sofia Guimaraes. (2023) The representation of mental states in young children’s writings: the role of early narratives in supporting theory of mind. Early Child Development and Care 193:1, pages 46-59.
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Steve Graham. (2018) Introduction to Conceptualizing Writing. Educational Psychologist 53:4, pages 217-219.
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Articles from other publishers (18)

Mark Warschauer, Waverly Tseng, Soobin Yim, Thomas Webster, Sharin Jacob, Qian Du & Tamara Tate. (2023) The affordances and contradictions of AI-generated text for writers of english as a second or foreign language. Journal of Second Language Writing 62, pages 101071.
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Ana Clara Ventura & Mariano Claudio Lazzeri. (2023) Are there differences between first-grade children’s display of metacognition and self-regulation when engaged in a graphic production task and when later revising it? The complementary roles of production and revision at the beginning of schooling. European Journal of Psychology of Education 38:4, pages 1425-1442.
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Lynne Telesca. (2023) Implementing a Metalinguistic Approach to Secondary School Writing. Language, Speech, and Hearing Services in Schools, pages 1-22.
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Juan F. Luesia, Isabel Benítez, Rosalba Company-Córdoba, Irene Gómez-Gómez & Milagrosa Sánchez-Martín. (2023) Assessing the relevance of academic competencies in college admission tests from a higher-order thinking perspective: A systematic review. Thinking Skills and Creativity 48, pages 101251.
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Mark Warschauer, Waverly Tseng, Soobin Yim, Thomas Webster, Sharin Jacob, Qian Du & Tamara Tate. (2023) The Affordances and Contradictions of AI-Generated Text for Second Language Writers. SSRN Electronic Journal.
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Hiroki Ihoriya & Yusuke Yamamoto. 2023. Human Interface and the Management of Information. Human Interface and the Management of Information 461 475 .
Fei-Hong Gai & Yao Wang. (2022) Correlated metadiscourse and metacognition in writing research articles: A cross-linguistic and cross-cultural study. Frontiers in Psychology 13.
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Yumin Wang & Qin Xie. (2022) Diagnostic assessment of novice EFL learners’ discourse competence in academic writing: a case study. Language Testing in Asia 12:1.
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Kelly K. Brady, Anya S. Evmenova, Kelley S. Regan, Melissa K. Ainsworth & Boris S. Gafurov. (2021) Using a Technology-Based Graphic Organizer to Improve the Planning and Persuasive Paragraph Writing by Adolescents With Disabilities and Writing Difficulties. The Journal of Special Education 55:4, pages 222-233.
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Rose M. Marra, Douglas J. Hacker & Carolyn Plumb. (2021) Metacognition and the development of self‐directed learning in a problem‐based engineering curriculum. Journal of Engineering Education 111:1, pages 137-161.
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Steve Graham, Karen R. Harris, Mary Adkins & April Camping. (2021) Do content revising goals change the revising behavior and story writing of fourth grade students at-risk for writing difficulties?. Reading and Writing 34:7, pages 1915-1941.
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Maik PhilippMaik Philipp. 2021. Schreiben lernen, schreibend lernen. Schreiben lernen, schreibend lernen 61 115 .
Raffaella Negretti. 2021. Research Questions in Language Education and Applied Linguistics. Research Questions in Language Education and Applied Linguistics 243 247 .
Paul Deane. (2020) Building and Justifying Interpretations of Texts: A Key Practice in the English Language Arts. ETS Research Report Series 2020:1, pages 1-53.
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Roger Azevedo. (2020) Reflections on the field of metacognition: issues, challenges, and opportunities. Metacognition and Learning 15:2, pages 91-98.
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Jennifer Sanders, Joy Myers, Chinwe H. Ikpeze, Roya Q. Scales, Kelly N. Tracy, Karen K. Yoder, Linda Smetana & Dana L. Grisham. (2020) A Curriculum Model for K–12 Writing Teacher Education. Research in the Teaching of English 54:4, pages 392-417.
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Katherine E. D. Herbert, Angela Massey-Garrison & Esther Geva. (2019) A Developmental Examination of Narrative Writing in EL and EL1 School Children Who Are Typical Readers, Poor Decoders, or Poor Comprehenders. Journal of Learning Disabilities 53:1, pages 36-47.
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Douglas J. Hacker, Sharlene A. Kiuhara & Joel R. Levin. (2019) A metacognitive intervention for teaching fractions to students with or at-risk for learning disabilities in mathematics. ZDM 51:4, pages 601-612.
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