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Educational Psychology
An International Journal of Experimental Educational Psychology
Volume 9, 1989 - Issue 3
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Original Articles

The Effect of Correspondence Training on the Rate and Quality of Written Expression of Four Low Achieving Boys

Mariette Hopman Department of Psychology, University of Canterbury
&
Ted Glynn Department of Education, University of Otago
Pages 197-213 | Published online: 29 Sep 2006

Citations (9)

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Read on this site (6)

Steve Graham & Dolores Perin. (2007) What We Know, What We Still Need to Know: Teaching Adolescents to Write. Scientific Studies of Reading 11:4, pages 313-335.
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Gary A. Troia. (2002) Teaching Writing Strategies to Children With Disabilities: Setting Generalization as the Goal. Exceptionality 10:4, pages 249-269.
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Jonathan Merrett & Frank Merrett. (1997) Correspondence Training as a Means of Improving Study Skills. Educational Psychology 17:4, pages 469-482.
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Vikki Anderson & Frank Merrett. (1997) The Use of Correspondence Training in Improving the In‐class Behaviour of Very Troublesome Secondary School Children. Educational Psychology 17:3, pages 313-328.
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Jonathan Merrett & Frank Merrett. (1992) Classroom Management for Project Work: an application of correspondence training. Educational Studies 18:1, pages 3-10.
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Ted Glynn, Frank Merrett & Steve Houghton. (1991) Reducing Troublesome Behaviour in Three Secondary Pupils through Correspondence Training. Educational Studies 17:3, pages 273-283.
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Articles from other publishers (3)

Timothy R. Moore & Richard S. Amado. (2021) A Conceptual Model of Treatment Adherence in a Behavior Analytic Framework. Education and Treatment of Children 44:1, pages 1-17.
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Abe Iyabo Idowu, Ilogu Guy Chibuzoh & Madueke L I. (2014) Effects of goal-setting skills on students’academic performance in english language in Enugu Nigeria. Journal of New Approaches in Educational Research 3:2, pages 93-99.
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Laura E. Bray, Alicia A. Mrachko & Christopher J. Lemons. (2014) Standardized Writing Opportunities: A Case Study of Writing Instruction in Inclusive Classrooms. Teachers College Record: The Voice of Scholarship in Education 116:6, pages 1-40.
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