Citations (30)
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Read on this site (10)
Danielle S. McNamara & Panayiota Kendeou. (2022) The early automated writing evaluation (eAWE) framework. Assessment in Education: Principles, Policy & Practice 29:2, pages 150-182.
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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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Lisa Birnbaum, Elisabeth M. Schüller & Stephan Kröner. (2020) Who likes to engage in writing? – The role of children’s beliefs and intrinsic value regarding leisure writing. Educational Psychology 40:7, pages 856-874.
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Nicole Lynn Alston-Abel & Virginia W. Berninger. (2018) Relationships Between Home Literacy Practices and School Achievement: Implications for Consultation and Home–School Collaboration. Journal of Educational and Psychological Consultation 28:2, pages 164-189.
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Anabela Malpique & Ana Margarida Veiga-Simão. (2016) Argumentative writing by junior high school students: discourse knowledge and writing performance / Escritura argumentativa en alumnos de secundaria: conocimiento sobre el discurso y rendimiento en la escritura. Journal for the Study of Education and Development 39:1, pages 150-186.
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GaryA. Troia, RebeccaK. Shankland & KimberlyA. Wolbers. (2012) Motivation Research in Writing: Theoretical and Empirical Considerations. Reading & Writing Quarterly 28:1, pages 5-28.
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Kathleen
Lynne Lane, Karen Harris, Steve Graham, Steven Driscoll, Karin Sandmel, Paul Morphy, Michael Hebert, Emily House & Christopher Schatschneider. (2011) Self-Regulated Strategy Development at Tier 2 for Second-Grade Students With Writing and Behavioral Difficulties: A Randomized Controlled Trial. Journal of Research on Educational Effectiveness 4:4, pages 322-353.
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FrancescaA. López & SandraS. Thompson. (2010) The Relationship Among Measures of Written Expression Using Curriculum-Based Measurement and the Arizona Instrument to Measure Skills (AIMS) at the Middle School Level. Reading & Writing Quarterly 27:1-2, pages 129-152.
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Rebecca Humphris. (2010) Developing Students as Writers Through Collaboration. Changing English 17:2, pages 201-214.
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Francesca Richards. (2010) Enabling Key Stage 3 Students to Make Improvements to Their Own Writing. Changing English 17:1, pages 79-92.
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Articles from other publishers (20)
Heqiao Wang & Gary A. Troia. (2023) Writing Quality Predictive Modeling: Integrating Register-Related Factors. Written Communication.
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Huijing Wen & Daibao Guo. 2023. Assessing Disciplinary Writing in Both Research and Practice. Assessing Disciplinary Writing in Both Research and Practice
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Bengisu KAYA ÖZGÜL & Seyit ATEŞ. (2023) An Analysis of the Relationship between Primary School Fourth-Grade Students’ Writing Performance, and Student and Class Variables. International Journal of Contemporary Educational Research 10:1, pages 104-119.
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Joshua Wilson & Huijing Wen. (2022) Upper-Elementary Students’ Metacognitive Knowledge about Writing and Its Relationship to Writing Outcomes across Genres. The Elementary School Journal 123:1, pages 99-127.
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Lisa Birnbaum & Stephan Kröner. (2022) A Review on Antecedents and Consequences of Leisure Reading and Writing in Children. SAGE Open 12:3, pages 215824402211138.
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Michael Dunn. (2021) The Challenges of Struggling Writers: Strategies That Can Help. Education Sciences 11:12, pages 795.
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Juan DuJuan Du. 2020. Non-native English-speaking Engineers’ Writing at the Workplace. Non-native English-speaking Engineers’ Writing at the Workplace
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Evan Ortlieb & Susan Schatz. 2019. The Gradual Release of Responsibility in Literacy Research and Practice. The Gradual Release of Responsibility in Literacy Research and Practice
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Ralph P. Ferretti & William E. Lewis. (2018) Knowledge of persuasion and writing goals predict the quality of children’s persuasive writing. Reading and Writing 32:6, pages 1411-1430.
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Erkan Cer. (2019) The Instruction of Writing Strategies: The Effect of the Metacognitive Strategy on the Writing Skills of Pupils in Secondary Education. SAGE Open 9:2, pages 215824401984268.
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Josée Le Bouthillier. (2017) A sociocognitive model of interventions for writing instruction. Journal of Immersion and Content-Based Language Education 5:2, pages 265-290.
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Joshua Wilson. (2016) Associated effects of automated essay evaluation software on growth in writing quality for students with and without disabilities. Reading and Writing 30:4, pages 691-718.
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Pascale Thériault, Stéphane Allaire & Vincent Gagnon. (2018) Teachers’ Support and Pupils’ Writing Strategies in a Networked Elementary-School Learning Environment Integrating a Blog. McGill Journal of Education 52:2, pages 359-382.
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Ge Vue, Tracey E. Hall, Kristin Robinson, Patricia Ganley, Emma Elizalde & Steve Graham. (2015) Informing Understanding of Young Students’ Writing Challenges and Opportunities. Learning Disability Quarterly 39:2, pages 83-94.
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Steve Graham, Michael Hebert, Michael Paige Sandbank & Karen R. Harris. (2014) Assessing the Writing Achievement of Young Struggling Writers. Learning Disability Quarterly 39:2, pages 72-82.
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Kimberly A. Wolbers, Hannah M. Dostal, Steve Graham, David Cihak, Jennifer R. Kilpatrick & Rachel Saulsburry. (2015) The Writing Performance of Elementary Students Receiving Strategic and Interactive Writing Instruction. Journal of Deaf Studies and Deaf Education 20:4, pages 385-398.
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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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Josée Le Bouthillier & Joseph Dicks. (2013)
L’emploi d’un modèle d’enseignement systématique d’écriture: Une étude de cas en 7
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Amy Gillespie, Natalie G. Olinghouse & Steve Graham. (2013) Fifth-Grade Students' Knowledge about Writing Process and Writing Genres. The Elementary School Journal 113:4, pages 565-588.
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Charles A. MacArthur & Zoi Philippakos. (2010) Instruction in a Strategy for Compare–Contrast Writing. Exceptional Children 76:4, pages 438-456.
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