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Ruth Villalón, Mar Mateos & Isabel Cuevas. (2015) High school boys’ and girls’ writing conceptions and writing self-efficacy beliefs: what is their role in writing performance?. Educational Psychology 35:6, pages 653-674.
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Isabel Martínez, Elena Martín & Mar Mateos. (2011) Enseñar a leer y escribir para aprender en la Educación Primaria. Culture and Education 23:3, pages 399-414.
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Susan
Davis Lenski. (1998) STRATEGIC KNOWLEDGE WHEN READING IN ORDER TO WRITE. Reading Psychology 19:3, pages 287-315.
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Stephen M. Doolan. (2023) Source-Based L1 Student Writing Development: Analyzing the Relationships Among Functional Dimensions of Source Use and the Quality of Source Use. Written Communication 40:2, pages 720-753.
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Núria Castells, Marta Minguela & Esther Nadal. (2022) Writing a synthesis versus reading: strategies involved and impact on comprehension. Reading and Writing 36:4, pages 849-880.
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Nancy Nelson & James R. King. (2022) Discourse synthesis: Textual transformations in writing from sources. Reading and Writing 36:4, pages 769-808.
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Nina Vandermeulen, Elke Van Steendam, Sven De Maeyer & Gert Rijlaarsdam. (2022) Writing Process Feedback Based on Keystroke Logging and Comparison With Exemplars: Effects on the Quality and Process of Synthesis Texts. Written Communication 40:1, pages 90-144.
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Luan Tuyen Chau, Marielle Leijten, Sarah Bernolet & Lieve Vangehuchten. (2022) Envisioning multilingualism in source-based writing in L1, L2, and L3: The relation between source use and text quality. Frontiers in Psychology 13.
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Tamara Kavytska, Vyacheslav Shovkovyi & Viktoriia Osidak. 2021. Teaching Practices and Equitable Learning in Children's Language Education. Teaching Practices and Equitable Learning in Children's Language Education
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Nina Vandermeulen, Brenda van den Broek, Elke Van Steendam & Gert Rijlaarsdam. (2019) In search of an effective source use pattern for writing argumentative and informative synthesis texts. Reading and Writing 33:2, pages 239-266.
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Mariëlle Leijten, Luuk Van Waes, Iris Schrijver, Sarah Bernolet & Lieve Vangehuchten. (2019) MAPPING MASTER’S STUDENTS’ USE OF EXTERNAL SOURCES IN SOURCE-BASED WRITING IN L1 AND L2. Studies in Second Language Acquisition 41:3, pages 555-582.
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Lieve Vangehuchten, Mariëlle Leijten & Iris Schrijver. (2018) Reading-to-write tasks for professional purposes in Spanish as a foreign language. Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 31:2, pages 638-659.
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Alister Cumming, Conttia Lai & Hyeyoon Cho. (2016) Students' writing from sources for academic purposes: A synthesis of recent research. Journal of English for Academic Purposes 23, pages 47-58.
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Isabel Solé, Mariana Miras, Núria Castells, Sandra Espino & Marta Minguela. (2012) Integrating Information. Written Communication 30:1, pages 63-90.
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Mar Mateos & Isabel Solé. (2009) Synthesising information from various texts: A study of procedures and products at different educational levels. European Journal of Psychology of Education 24:4, pages 435-451.
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Mar Mateos, Elena Martín, Ruth Villalón & María Luna. (2007) Reading and writing to learn in secondary education: online processing activity and written products in summarizing and synthesizing tasks. Reading and Writing 21:7, pages 675-697.
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Shu Ching Yang. (2002) Multidimensional taxonomy of learners cognitive processing in discourse synthesis with hypermedia. Computers in Human Behavior 18:1, pages 37-68.
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