Citations (20)
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Sung Hee Lee, Malayna Bernstein & Zornitsa Georgieva. (2019) Online collaborative writing revision intervention outcomes for struggling and skilled writers: An initial finding. Preventing School Failure: Alternative Education for Children and Youth 63:4, pages 297-307.
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Fien de Smedt, Steve Graham & Hilde Van Keer. (2019) The bright and dark side of writing motivation: Effects of explicit instruction and peer assistance. The Journal of Educational Research 112:2, pages 152-167.
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Kjell Lars Berge, Gustaf B. Skar, Synnøve Matre, Randi Solheim, Lars S. Evensen, Hildegunn Otnes & Ragnar Thygesen. (2019) Introducing teachers to new semiotic tools for writing instruction and writing assessment: consequences for students’ writing proficiency. Assessment in Education: Principles, Policy & Practice 26:1, pages 6-25.
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Lisa Trottier Brown, Kathleen A. J. Mohr, Bradley R. Wilcox & Tyson S. Barrett. (2018) The effects of dyad reading and text difficulty on third-graders’ reading achievement. The Journal of Educational Research 111:5, pages 541-553.
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Michelle L. Klvacek, Eula Ewing Monroe, Brad Wilcox, Kendra M. Hall-Kenyon & Timothy G. Morrison. (2017) Follow the Reader: An Effective Strategy to Support Students Reading More Complex Text. Reading Psychology 38:5, pages 542-551.
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Rebekkah J. Mitchell, Timothy G. Morrison, Erika Feinauer, Brad Wilcox & Sharon Black. (2016) Effects of Fourth and Second Graders’ Cross-Age Tutoring on Students’ Spelling. Reading Psychology 37:1, pages 147-166.
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Pui-sze Yeung, Connie
Suk-han Ho, David
Wai-ock Chan & Kevin
Kien-hoa Chung. (2013) Contribution of Oral Language Skills, Linguistic Skills, and Transcription Skills to Chinese Written Composition Among Fourth-Grade Students. Discourse Processes 50:7, pages 498-529.
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Articles from other publishers (13)
Yana Landrieu, Fien De Smedt, Hilde Van Keer & Bram De Wever. (2023) Argumentation in collaboration: the impact of explicit instruction and collaborative writing on secondary school students’ argumentative writing. Reading and Writing.
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Wei-Ting Chen & Mengping Tsuei. 2023. HCI International 2023 Posters. HCI International 2023 Posters
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Young-Suk Grace Kim, Dandan Yang, Marcela Reyes & Carol Connor. (2021) Writing instruction improves students’ writing skills differentially depending on focal instruction and children: A meta-analysis for primary grade students. Educational Research Review 34, pages 100408.
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Ömer Faruk TAVŞANLI & Ülkü Eda KARA. (2021) The Effect of a Peer and Self-Assessment-Based Editorial Study on Students’ Ability to Follow Spelling Rules and Use Punctuation Marks Correctly. Participatory Educational Research 8:3, pages 268-284.
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Fien De Smedt, Steve Graham & Hilde Van Keer. (2020) “It takes two”: The added value of structured peer-assisted writing in explicit writing instruction. Contemporary Educational Psychology 60, pages 101835.
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Zoi A. Traga Philippakos & Noreen S. Moore. 2019. Handbook of Research on Formative Assessment in Pre-K Through Elementary Classrooms. Handbook of Research on Formative Assessment in Pre-K Through Elementary Classrooms
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Fien De Smedt & Hilde Van Keer. (2017) Fostering writing in upper primary grades: a study into the distinct and combined impact of explicit instruction and peer assistance. Reading and Writing 31:2, pages 325-354.
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Christina Yeager Pelatti & Shayne B. Piasta. (2017) Improving Literacy Outcomes for At-Risk Kindergartners through an Afterschool Tutoring Program: Results from a Feasibility Study. Frontiers in Education 2.
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Evan Ortlieb, Wolfram Verlaan, Earl H. CheekJr.Jr. & Danielle DiMarco. 2016. Writing Instruction to Support Literacy Success. Writing Instruction to Support Literacy Success
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Fien De Smedt, Hilde Van Keer & Emmelien Merchie. (2015) Student, teacher and class-level correlates of Flemish late elementary school children’s writing performance. Reading and Writing 29:5, pages 833-868.
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Steve Graham, Michael Hebert & Karen R. Harris. (2015) Formative Assessment and Writing. The Elementary School Journal 115:4, pages 523-547.
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Wenting Zou & Xiaolei Li. 2015. New Media, Knowledge Practices and Multiliteracies. New Media, Knowledge Practices and Multiliteracies
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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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