Advanced search
Publication Cover
Educational Psychologist Volume 35, 2000 - Issue 1: Writing Development
Submit an article Journal homepage
3,582
Views
284
CrossRef citations to date
0
Altmetric
Original Articles

The Role of Self-Regulation and Transcription Skills in Writing and Writing Development

Steve Graham
&
Karen R. Harris
Pages 3-12 | Published online: 08 Jun 2010

Citations (284)

Keep up to date with the latest research on this topic with citation updates for this article.

Subscribe to citation updates

Read on this site (51)

Amber B. Ray, Caroline Torres & Yucheng Cao. (2023) Improving Informative Writing in Inclusive and Linguistically-Diverse Elementary Classes through Self-Regulated Strategy Development. Exceptionality 31:5, pages 319-343.
Read now
Yanxia Yang & Xiangling Wang. (2023) Predicting student translators’ performance in machine translation post-editing: interplay of self-regulation, critical thinking, and motivation. Interactive Learning Environments 31:1, pages 340-354.
Read now
Frédéric Puyjarinet, Perrine Madramany, Anne Autexier, Emmanuel Madieu, Jessica Nesensohn & Maëlle Biotteau. (2022) Psychomotor intervention to improve handwriting skills in children with ADHD: A single-case experimental design with direct inter-subject and systematic replications. Neuropsychological Rehabilitation 0:0, pages 1-27.
Read now
Steve Graham. (2022) A walk through the landscape of writing: Insights from a program of writing research. Educational Psychologist 57:2, pages 55-72.
Read now
Shelley Stagg Peterson & Nicola Friedrich. (2022) Viewing young children’s drawing, talking, and writing through a ‘language as context’ lens: implications for literacy assessment. International Journal of Early Years Education 30:1, pages 106-121.
Read now
Mohsen Rezazadeh & Nourollah Zarrinabadi. (2021) The Role of Need for Closure and Need for Cognition in Writing-Specific Psychological Factors. Discourse Processes 58:10, pages 869-885.
Read now
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.
Read now
Kiat-Hui Khng & Ee-Lynn Ng. (2021) Fine motor and executive functioning skills predict maths and spelling skills at the start of kindergarten: a compensatory account (La motricidad fina y las funciones ejecutivas predicen las competencias en matemáticas y lengua escrita al comienzo de la etapa preescolar: una propuesta compensatoria). Journal for the Study of Education and Development 44:3, pages 675-718.
Read now
Jane Roitsch, Mindy Gumpert, Alisha Springle & Anastasia M. Raymer. (2021) Writing Instruction for Students with Learning Disabilities: Quality Appraisal of Systematic Reviews and Meta-Analyses. Reading & Writing Quarterly 37:1, pages 32-44.
Read now
Lauren L. Foxworth, Andrew Hashey & Diana P. Sukhram. (2019) Writing in the Digital Age: An Investigation of Digital Writing Proficiency Among Students With and Without LD. Reading & Writing Quarterly 35:5, pages 445-457.
Read now
Shelley Stagg Peterson, Judy Parr, Eva Lindgren & Douglas Kaufman. (2018) Conceptualizations of writing in early years curricula and standards documents: international perspectives. The Curriculum Journal 29:4, pages 499-521.
Read now
Paul Deane. (2018) The Challenges of Writing in School: Conceptualizing Writing Development Within a Sociocognitive Framework. Educational Psychologist 53:4, pages 280-300.
Read now
David Galbraith & Veerle M. Baaijen. (2018) The Work of Writing: Raiding the Inarticulate. Educational Psychologist 53:4, pages 238-257.
Read now
Peter Gierlach & Erin K. Washburn. (2018) Teaching a Cognitive Strategy for Argument-based Writing in Middle School Social Studies. The Clearing House: A Journal of Educational Strategies, Issues and Ideas 91:4-5, pages 147-154.
Read now
Afnan Khoury-Metanis, Ibrahim A. Asadi & Asaid Khateb. (2018) The contribution of basic linguistic skills to handwriting among fifth-grade Arabic-speaking children. Writing Systems Research 10:2, pages 95-110.
Read now
Katie M. Miller & Mary E. Little. (2018) Examining the Effects of SRSD in Combination with Video Self-Modeling on Writing by Third Grade Students with Learning Disabilities. Exceptionality 26:2, pages 81-105.
Read now
Einat Lichtinger. (2018) Gap Between Self-Efficacy and College Students’ Writing Skills. Journal of College Reading and Learning 48:2, pages 124-137.
Read now
Jingjing Hu & Xuesong (Andy) Gao. (2018) Self-regulated strategic writing for academic studies in an English-medium-instruction context. Language and Education 32:1, pages 1-20.
Read now
Fatemeh Hemmati & Mahboobeh Mortazavi. (2017) The Effect of Different Types of Written Scaffolds on EFL Learners’ Perception of Writing Self-Regulatory Skills. Reading & Writing Quarterly 33:1, pages 71-81.
Read now
Dorit Aram, Inbal Cohen Meidan & Deborah Bergman Deitcher. (2016) A Comparison Between Homeschooled and Formally Schooled Kindergartners: Children's Early Literacy, Mothers’ Beliefs, and Writing Mediation. Reading Psychology 37:7, pages 995-1024.
Read now
Barbara Arfé, Sara Ghiselli & Silvia Montino. (2016) The written language of children with cochlear implant. Hearing, Balance and Communication 14:3, pages 103-110.
Read now
Eleazar Vasquez$suffix/text()$suffix/text() & Carrie Straub. (2016) Online Writing Instruction for Children With Disabilities: A Review of the Empirical Literature. Reading & Writing Quarterly 32:1, pages 81-100.
Read now
Kelly D. Meusen-Beekman, Desirée Joosten-ten Brinke & Henny P. A. Boshuizen. (2015) Developing young adolescents’ self-regulation by means of formative assessment: A theoretical perspective. Cogent Education 2:1.
Read now
Matthew R. Reynolds, Caroline Scheiber, Daniel B. Hajovsky, Bryanna Schwartz & Alan S. Kaufman. (2015) Gender Differences in Academic Achievement: Is Writing an Exception to the Gender Similarities Hypothesis?. The Journal of Genetic Psychology 176:4, pages 211-234.
Read now
Javier Marín, Sonia López & Julio Roca-De-Larios. (2015) The academic writing process in Spanish universities: perceptions of students and faculty / El proceso de escritura académica en la universidad española: percepciones de estudiantes y profesores. Culture and Education 27:3, pages 504-533.
Read now
Eric Ekholm, Sharon Zumbrunn & Sarah Conklin. (2015) The relation of college student self-efficacy toward writing and writing self-regulation aptitude: writing feedback perceptions as a mediating variable. Teaching in Higher Education 20:2, pages 197-207.
Read now
Manuel Montanero, Manuel Lucero & María-Jesús Fernández. (2014) Iterative co-evaluation with a rubric of narrative texts in Primary Education / Coevaluación iterativa con rúbrica de textos narrativos en la Educación Primaria. Journal for the Study of Education and Development 37:1, pages 184-220.
Read now
Paula Fitzpatrick, Nanho Vander Hart & Cathryn Cortesa. (2013) The Influence of Instructional Variables and Task Constraints on Handwriting Performance. The Journal of Educational Research 106:3, pages 216-234.
Read now
Tzu-Ying Yu, Tsu-Hsin Howe & Jim Hinojosa. (2012) Contributions of Haptic and Kinesthetic Perceptions on Handwriting Speed and Legibility for First and Second Grade Children. Journal of Occupational Therapy, Schools, & Early Intervention 5:1, pages 43-60.
Read now
Pietro Boscolo, Carmen Gelati & Nicoletta Galvan. (2012) Teaching Elementary School Students to Play With Meanings and Genre. Reading & Writing Quarterly 28:1, pages 29-50.
Read now
GaryA. Troia, RebeccaK. Shankland & KimberlyA. Wolbers. (2012) Motivation Research in Writing: Theoretical and Empirical Considerations. Reading & Writing Quarterly 28:1, pages 5-28.
Read now
DennisS. Davis & Carin Neitzel. (2011) A Self-Regulated Learning Perspective on Middle Grades Classroom Assessment. The Journal of Educational Research 104:3, pages 202-215.
Read now
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.
Read now
Bill Boyle & Marie Charles. (2010) Using socio-dramatic play to support a beginning writer: ‘Daniel, the doctor and the bleeding ball’. International Journal of Early Years Education 18:3, pages 213-225.
Read now
Kwangsu Cho, Moon-Heum Cho & DouglasJ. Hacker. (2010) Self-monitoring support for learning to write. Interactive Learning Environments 18:2, pages 101-113.
Read now
A.H.S. Chan & J.C.Y. So. (2009) Task factor usability ratings for different age groups writing Chinese. Ergonomics 52:11, pages 1372-1385.
Read now
RONALDT. KELLOGG & ALISONP. WHITEFORD. (2009) Training Advanced Writing Skills: The Case for Deliberate Practice. Educational Psychologist 44:4, pages 250-266.
Read now
Raquel Fidalgo & Jesús-Nicasio García. (2009) La evaluación de la metacognición en la composición escrita. Studies in Psychology 30:1, pages 51-72.
Read now
Scott J. Warren, Mary Jo Dondlinger & Sasha A. Barab. (2008) A MUVE Towards PBL Writing. Journal of Research on Technology in Education 41:1, pages 113-140.
Read now
JanetG. van Hell, Ludo Verhoeven & LiesbethM. van Beijsterveldt. (2008) Pause Time Patterns in Writing Narrative and Expository Texts by Children and Adults. Discourse Processes 45:4-5, pages 406-427.
Read now
Raquel Fidalgo & Jesús-Nicasio García. (2008) El desarrollo de la competencia escrita a través de una enseñanza metacognitiva de la escritura. Culture and Education 20:3, pages 325-346.
Read now
BrandonW. Monroe & GaryA. Troia. (2006) Teaching Writing Strategies to Middle School Students With Disabilities. The Journal of Educational Research 100:1, pages 21-33.
Read now
Melissa B. Wakely, Stephen R. Hooper, Renee E. L. de Kruif & Carl Swartz. (2006) Subtypes of Written Expression in Elementary School Children: A Linguistic-Based Model. Developmental Neuropsychology 29:1, pages 125-159.
Read now
Stephen R. Hooper, Melissa B. Wakely, Renee E. L. de Kruif & Carl W. Swartz. (2006) Aptitude–Treatment Interactions Revisited: Effect of Metacognitive Intervention on Subtypes of Written Expression in Elementary School Students. Developmental Neuropsychology 29:1, pages 217-241.
Read now
Ana-María de Caso & Jesús-Nicasio García. (2006) What is missing from current writing intervention programmes? The need for writing motivation programmes. Studies in Psychology 27:2, pages 221-242.
Read now
Ma José González & Isaías Martín. (2006) Análisis del rendimiento en composición escrita y sus dificultades en Educación Secundaria. Journal for the Study of Education and Development 29:3, pages 315-326.
Read now
S.K. Tse, JosephW.I. Lam, Y. Raymond Lam, ElizabethK.Y. Loh & PeterS. Westwood. (2005) Students’ test performance n PIRLS, attitude to reading, and reading self‐concept across three ability groups: Data from Hong Kong. Australian Journal of Learning Disabilities 10:1, pages 9-18.
Read now
Martine A. H. Braaksma, Gert Rijlaarsdam, Huub van den Bergh & Bernadette H. A. M van Hout-Wolters. (2004) Observational Learning and Its Effects on the Orchestration of Writing Processes. Cognition and Instruction 22:1, pages 1-36.
Read now
Jesús-Nicasio García & Josefina M. Marbán. (2003) El proceso de composición escrita en alumnos con DA y/o BR: estudio instruccional con énfasis en la planificación. Journal for the Study of Education and Development 26:1, pages 97-113.
Read now
Emilio Sánchez, Jesús Nicasio García & Pablo del Río. (2002) Escribir es re-escribir. Un análisis de contenidos de los informes realizados a los artículos no publicados en Infancia y Aprendizaje. Journal for the Study of Education and Development 25:1, pages 5-35.
Read now
Deborah McCutchen. (2000) Knowledge, Processing, and Working Memory: Implications for a Theory of Writing. Educational Psychologist 35:1, pages 13-23.
Read now

Articles from other publishers (233)

Anna Mystkowska‐Wiertelak & Jakub Bielak. (2023) The link between learner engagement and self‐regulation. A multiple case study. International Journal of Applied Linguistics.
Crossref
Bengisu KAYA ÖZGÜL & Seyit ATEŞ. (2023) İlkokul Dördüncü Sınıf Öğrencilerine Yönelik Öz Düzenlemeye Dayalı Yazma Ölçeğinin GeliştirilmesiDevelopment of Self-Regulation-Based Writing Scale for Primary School Fourth-Grade Students. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi.
Crossref
Olga Arias-Gundín & Patricia Robledo. (2023) An analysis of the psychometric properties of the writing-specific cognitive strategies questionnaire for undergraduate students. Frontiers in Psychology 14.
Crossref
Mohamad Almashour & Amanda Davies. (2023) Exploring learning strategies used by Jordanian University EFL learners in argumentative writing tasks: the role of gender and proficiency. Frontiers in Education 8.
Crossref
Putri Handayani, Kamaluddin Yusra & Baharuddin. 2023. Higher Education - Reflections From the Field - Volume 3. Higher Education - Reflections From the Field - Volume 3.
Nina Vandermeulen, Elke Van Steendam, Sven De Maeyer, Marije Lesterhuis & Gert Rijlaarsdam. (2023) Learning to write syntheses: the effect of process feedback and of observing models on performance and process behaviors. Reading and Writing.
Crossref
Ying-Chih Chen, Takeshi Terada & Claudia Aguirre-Mendez. (2022) Action research to explore argumentative writing projects supported with online simulation for developing conceptual knowledge and motivation to learn. Reading and Writing 36:9, pages 2275-2317.
Crossref
Qiyu Sun, Haiying Pan & Ju Zhan. (2023) Untangling the relationship between English as a foreign language learners’ metacognitive experiences and writing proficiency: A mixed-methods approach. System 117, pages 103100.
Crossref
Liliana Tolchinsky, Elisa Rosado & Melina Aparici. (2023) Internal and external appraisals of analytical writing. A proposal for assessing development and potential improvement. International Review of Applied Linguistics in Language Teaching 0:0.
Crossref
Renata S. Rocha, Inês Soeiro, Sofia Magalhães, São Luís Castro & Teresa Limpo. (2023) Effects of SRSD writing interventions in grade 3: examining the added value of attention vs. transcription training components. Reading and Writing.
Crossref
Amina Parveen, Shazia Jan, Insha Rasool, Raja Waseem & Rameez Ahmad Bhat. 2023. Handbook of Research on Redesigning Teaching, Learning, and Assessment in the Digital Era. Handbook of Research on Redesigning Teaching, Learning, and Assessment in the Digital Era 388 414 .
Vicki Donne & Mary A. Hansen. 2023. Using Assistive Technology for Inclusive Learning in K-12 Classrooms. Using Assistive Technology for Inclusive Learning in K-12 Classrooms 156 189 .
Ilias Vasileiou. 2023. Perspectives of Cognitive, Psychosocial, and Learning Difficulties From Childhood to Adulthood. Perspectives of Cognitive, Psychosocial, and Learning Difficulties From Childhood to Adulthood 179 194 .
Ana Isabel Vieira, Sofia Magalhães & Teresa Limpo. (2022) Relating transcription, executive functions and text quality in Grades 2–3: A cross‐lagged panel analysis. British Journal of Educational Psychology 93:2, pages 482-499.
Crossref
N. Müller, T. Utesch & V. Busse. (2023) Qualität statt Quantität? Zum Zusammenhang von Schreibförderungs- und Feedbackpraktiken mit Textqualität unter Berücksichtigung von migrationsbedingter MehrsprachigkeitQuality over quantity? Linking writing support and feedback practices with text quality in consideration of migration-related multilingualism. Unterrichtswissenschaft 51:2, pages 169-198.
Crossref
Vera Busse, Steve Graham, Nora Müller & Till Utesch. (2023) Understanding the interplay between text quality, writing self-efficacy and writing anxiety in learners with and without migration background. Frontiers in Psychology 14.
Crossref
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.
Crossref
Michelle N. Maurer, Judith Sägesser Wyss, Lidia Truxius & Michael Eckhart. (2023) Erfassung grafomotorischer Fähigkeiten im schulischen Kontext. Diagnostica.
Crossref
Moa Gärdenfors & Victoria Johansson. (2023) Written products and writing processes in Swedish deaf and hard of hearing children: an explorative study on the impact of linguistic background. Frontiers in Psychology 14.
Crossref
Georgia Stavropoulou, Dimitrios Stamovlasis & Sofia-Eleftheria Gonida. (2023) Probing the effects of perceived teacher goals and achievement-goal orientations on students’ self-efficacy, cognitive and metacognitive strategies in writing: A person-centered approach. Learning and Motivation 82, pages 101888.
Crossref
Mark Feng Teng & Mei Yue. (2022) Metacognitive writing strategies, critical thinking skills, and academic writing performance: A structural equation modeling approach. Metacognition and Learning 18:1, pages 237-260.
Crossref
Tufan BİTİR & Erol DURAN. (2023) İlkokul Dördüncü Sınıf Öğrencilerinin Eleştirel Yazma Becerilerinin Geliştirilmesinde Öz Düzenlemeli Strateji Geliştirme Modelinin Etkisi. Bayburt Eğitim Fakültesi Dergisi 18:37, pages 140-176.
Crossref
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.
Crossref
Yu Ka Wong, Barry Bai, Catherine McBride, Mark Shiu Kei Shum & Yanling Zhou. (2023) Role of transcription skills in young Chinese language learners’ sentence writing: a one year longitudinal study. Reading and Writing.
Crossref
Djelloul NEDJAI. (2023) An Analysis of Master 2 Students’ Exam Copies in Research Methodology and Written Expression: The Case of Department of English at Batna 2 University. SSRN Electronic Journal.
Crossref
Isabel Rasteiro & Teresa Limpo. (2022) Examining Longitudinal and Concurrent Links Between Writing Motivation and Writing Quality in Middle School. Written Communication 40:1, pages 30-58.
Crossref
Irini K. Zerva. (2023) Metalinguistic abilities: The contribution to writing. Social Sciences & Humanities Open 8:1, pages 100609.
Crossref
Giuliana Pinto, Lucia Bigozzi & Giulia Vettori. 2023. Development of Writing Skills in Children in Diverse Cultural Contexts. Development of Writing Skills in Children in Diverse Cultural Contexts 113 136 .
Jane Correa. 2023. Development of Writing Skills in Children in Diverse Cultural Contexts. Development of Writing Skills in Children in Diverse Cultural Contexts 21 41 .
Alina Galvão Spinillo & Carmen Sotomayor. 2023. Development of Writing Skills in Children in Diverse Cultural Contexts. Development of Writing Skills in Children in Diverse Cultural Contexts 1 18 .
Oğuzhan SEVİM & İbrahim DOYUMĞAÇ. (2022) YABANCI DİL OLARAK TÜRKÇE YAZMA MOTİVASYONU ÖLÇEĞİNİN GELİŞTİRİLMESİ: KEŞFEDİCİ KARMA DESEN ÇALIŞMASIDEVELOPMENT OF THE MOTIVATION SCALE FOR WRITING TURKISH AS A FOREIGN LANGUAGE: EXPLORATORY MIXED METHODS STUDY. Çukurova Üniversitesi Türkoloji Araştırmaları Dergisi 7:2, pages 969-1006.
Crossref
Nur Anis Zarifah Mhd Zain, Nurul Athirah Hamdan, Nurul Izzah Abdul Razak, Hafidin Mujahid Hamidhan, Saher Ail Mohmmad Alsabbah & Ahmad Zamir Che Daud. (2022) Pre-writing Interventions for Developmental Disabilities and Typically Developing Children: A Scoping Review. Malaysian Journal of Medicine and Health Sciences 18:s15, pages 387-395.
Crossref
Giulia Vettori, Lucia Bigozzi, Oriana Incognito & Giuliana Pinto. (2022) Contribution of oral narrative textual competence and spelling skills to written narrative textual competence in bilingual language-minority children and monolingual peers. Frontiers in Psychology 13.
Crossref
Cynthia Puranik & Hongli Li. (2022) Self-regulation and early writing: A longitudinal examination from preschool through first grade. Journal of Experimental Child Psychology 220, pages 105420.
Crossref
Ecenaz Alemdag & Zahide Yildirim. (2022) Design and development of an online formative peer assessment environment with instructional scaffolds. Educational technology research and development 70:4, pages 1359-1389.
Crossref
Yi-Fang Hung & Chien-Ju Chang. (2022) The performance and predictors of Chinese character writing in children with attention deficit hyperactivity disorder. Research in Developmental Disabilities 126, pages 104244.
Crossref
Rabia KARAOĞLU & Seher ÇETİNKAYA. (2022) Analysis of Articles on Primary School Students' Writing Skills: Thematic Content Analysis. ODÜ Sosyal Bilimler Araştırmaları Dergisi (ODÜSOBİAD).
Crossref
Safaa M. Abdelhalim. (2022) An investigation into English majors’ self-regulated writing strategies in an online learning context. Language Teaching Research, pages 136216882211002.
Crossref
Julie GettmanSteven G. Feifer. 2022. Best Practices in School Neuropsychology. Best Practices in School Neuropsychology 451 466 .
Pui‐sze Yeung. (2022) Writing motivation in Chinese children with developmental dyslexia. Journal of Research in Reading 45:2, pages 223-252.
Crossref
Meryem MERAL & Sema ALTUN YALÇIN. (2022) The Effect of Entrepreneurship-Based STEM Education on Secondary School Students’ Self-Regulation SkillsGirişimcilik Temelli STEM Eğitiminin Ortaokul Öğrencilerinin Öz düzenleme Becerileri Üzerine Etkisi. Sakarya University Journal of Education 12:1, pages 150-162.
Crossref
Mark Feng Teng, Chenghai Qin & Chuang Wang. (2021) Validation of metacognitive academic writing strategies and the predictive effects on academic writing performance in a foreign language context. Metacognition and Learning 17:1, pages 167-190.
Crossref
Laura S. Tortorelli, Hope K. Gerde, Rebecca Rohloff & Gary E. Bingham. (2021) Ready, Set, Write: Early Learning Standards for Writing in the Common Core Era. Reading Research Quarterly 57:2, pages 729-752.
Crossref
Carly R. Dinnes & Karen Hux. (2022) Perceptions About Writing by Adults With Moderate or Severe Traumatic Brain Injury. American Journal of Speech-Language Pathology 31:2, pages 838-853.
Crossref
Yanping KongChunyan Wang. (2022) The effects of self-efficacy on the use of self-regulated learning strategies and project-based writing performance. International Journal of English for Academic Purposes: Research and Practice 2022:Spring, pages 21-39.
Crossref
Claire Gosse, Laurence Dricot & Marie Van Reybroeck. (2022) Evidence of graphomotor dysfunction in children with dyslexia: A combined behavioural and fMRI experiment. Cortex 148, pages 68-88.
Crossref
Callie W. Little, Florina Erbeli, David J. Francis & John Tynan. (2022) Developmental trajectories for literacy and math skills from primary to secondary school. Journal of Research in Reading 45:1, pages 65-82.
Crossref
Gustaf B. Skar, Pui-Wa Lei, Steve Graham, Arne Johannes Aasen, Marita Byberg Johansen & Anne Holten Kvistad. (2021) Handwriting fluency and the quality of primary grade students’ writing. Reading and Writing 35:2, pages 509-538.
Crossref
Nan Hu. (2022) Relating Chinese EFL Learners' Writing Strategy Use to Emotional Aspects. Relating Chinese EFL Learners' Writing Strategy Use to Emotional Aspects.
Fatih KAYAALP, Elif MERAL & Zeynep BAŞCI NAMLI. (2022) An Analysis of the Effect of Writing-to-Learn Activities Regarding Students’ Academic Achievement and Self-Regulation Skills in Writing. Participatory Educational Research 9:1, pages 324-348.
Crossref
Tao Gong, Mo Zhang & Chen Li. (2022) Association of keyboarding fluency and writing performance in online-delivered assessment. Assessing Writing 51, pages 100575.
Crossref
Mark Feng Teng, Chuang Wang & Lawrence Jun Zhang. (2022) Assessing self-regulatory writing strategies and their predictive effects on young EFL learners’ writing performance. Assessing Writing 51, pages 100573.
Crossref
Xuehong Yin. (2021) The Interplay of EFL Students’ Enjoyment, Hope, Pride and Self-Regulation. Frontiers in Psychology 12.
Crossref
Miriam Lelong, Annina Zysset, Mirjam Nievergelt, Reto Luder, Ulrich Götz, Christina Schulze & Frank Wieber. (2021) How effective is fine motor training in children with ADHD? A scoping review. BMC Pediatrics 21:1.
Crossref
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.
Crossref
Eylem Ezgi AHISKALI & Nevin AKKAYA. (2021) Özdüzenlemeli Strateji Geliştirme Modeli ile Yapılandırılan Planlama ve Yazma Stratejileri Öğretiminin Planlama ile Yazma Başarısına ve Kalıcılığa EtkisiThe Effect of Teaching Planning and Writing Strategies Structured with Self Regulation Strategy Model on Planning and Writing Achievement and Retention. Ana Dili Eğitimi Dergisi 9:3, pages 787-803.
Crossref
Olga Arias-Gundín, Sara Real, Gert Rijlaarsdam & Paula López. (2021) Validation of the Writing Strategies Questionnaire in the Context of Primary Education: A Multidimensional Measurement Model. Frontiers in Psychology 12.
Crossref
Tien Ping Hsiang, Steve Graham, Zhisheng Wang & Yang Gong. (2021) How Chinese Characters Are Taught: An Analysis of Three Popular Textbooks Used in Macao. Technology, Knowledge and Learning 26:2, pages 355-381.
Crossref
Mark Feng Teng. (2021) The effectiveness of incorporating metacognitive prompts in collaborative writing on academic English writing skills. Applied Cognitive Psychology 35:3, pages 659-673.
Crossref
Rajaa Hamid Salih. (2021) The Effect of Using Meta-Knowledge Strategies on Text ‎Analysis among First Year Students in Iraqi Universities. Journal of Tikrit University for Humanities 28:2, pages 93-110.
Crossref
Maik PhilippMaik Philipp. 2021. Schreiben lernen, schreibend lernen. Schreiben lernen, schreibend lernen 3 10 .
Matthias Nückles, Julian Roelle, Inga Glogger-Frey, Julia Waldeyer & Alexander Renkl. (2020) The Self-Regulation-View in Writing-to-Learn: Using Journal Writing to Optimize Cognitive Load in Self-Regulated Learning. Educational Psychology Review 32:4, pages 1089-1126.
Crossref
Ahmad H. Alghadir, Hamayun Zafar & Zaheen A. Iqbal. (2020) Can jaw position affect the fine motor activity of the hand during writing?. Brain and Behavior 10:12.
Crossref
Gary A. Troia, Julie S. Brehmer, Kaitlin Glause, Heather L. Reichmuth & Frank Lawrence. (2020) Direct and Indirect Effects of Literacy Skills and Writing Fluency on Writing Quality Across Three Genres. Education Sciences 10:11, pages 297.
Crossref
Hsiu‐Ling Huang, Gwo‐Jen Hwang & Ching‐Yi Chang. (2019) Learning to be a writer: A spherical video‐based virtual reality approach to supporting descriptive article writing in high school Chinese courses. British Journal of Educational Technology 51:4, pages 1386-1405.
Crossref
Mehmet TEMİZKAN & Metin ERBİLEN. (2020) Öz düzenlemeye dayalı yaratıcı yazma etkinliklerinin öykü yazma becerisi üzerindeki etkisiThe effect of creative writing activities based on self-regulation on story writing skill. Okuma Yazma Eğitimi Araştırmaları 8:1, pages 32-50.
Crossref
Ting Sun & Chuang Wang. (2020) College students’ writing self-efficacy and writing self-regulated learning strategies in learning English as a foreign language. System 90, pages 102221.
Crossref
(Mark) Feng Teng. (2020) Young learners’ reading and writing performance: Exploring collaborative modeling of text structure as an additional component of self-regulated strategy development. Studies in Educational Evaluation 65, pages 100870.
Crossref
Grace Pigozzi. (2020) Young Authors Online: Exploring the Meaning Making Process Through Positionings in Place and Space. Computers and Composition 56, pages 102576.
Crossref
Yuan Ding, Liping Li & Xinchun Wu. (2020) The Reciprocal Relationship Between Handwriting Fluency and Spelling Accuracy in Chinese: A Longitudinal Study. Frontiers in Psychology 11.
Crossref
Teresa Limpo, Vanessa Vigário, Renata Rocha & Steve Graham. (2020) Promoting transcription in third-grade classrooms: Effects on handwriting and spelling skills, composing, and motivation. Contemporary Educational Psychology 61, pages 101856.
Crossref
Carolina Cordeiro, Teresa Limpo, Thierry Olive & São Luís Castro. (2019) Do executive functions contribute to writing quality in beginning writers? A longitudinal study with second graders. Reading and Writing 33:4, pages 813-833.
Crossref
Syahrul Ramadhan, Vivi Indriyani, Yasnur Asri & Elfia Sukma. (2020) Design of Learning Modules Writing Narrative Text Based on Project Based Learning (PjBL) by Using Mobile Devices. Journal of Physics: Conference Series 1471:1, pages 012029.
Crossref
Beytullah KARAGÖZ & İzzet ŞEREF. (2020) Yazma Becerisiyle İlgili Makaleler Üzerine Bir İnceleme: Web of Science Veri Tabanında EğilimlerA Review of Articles on the Writing Skill: Trends in the Web of Science Database. Ana Dili Eğitimi Dergisi 8:1, pages 67-86.
Crossref
Young-Suk Grace Kim. 2020. Reading-Writing Connections. Reading-Writing Connections 11 34 .
Juan E. Jiménez & Juan A. Hernández-Cabrera. (2018) Transcription skills and written composition in Spanish beginning writers: pen and keyboard modes. Reading and Writing 32:7, pages 1847-1879.
Crossref
Sumayyah, Mutia Handayani & Harun. (2019) Improvement of the Learning Process and Skills of Writing Poetry through the Model Think Talk Write. Improvement of the Learning Process and Skills of Writing Poetry through the Model Think Talk Write.
Ryan Roderick. (2019) Self-Regulation and Rhetorical Problem Solving: How Graduate Students Adapt to an Unfamiliar Writing Project. Written Communication 36:3, pages 410-436.
Crossref
Sharon Zumbrunn, Sarah Marrs, Michael Broda, Eric Ekholm, Morgan DeBusk-Lane & Lisa Jackson. (2019) Toward a More Complete Understanding of Writing Enjoyment: A Mixed Methods Study of Elementary Students. AERA Open 5:2, pages 233285841985079.
Crossref
Paul T. Cirino, Paulina A. Kulesz, Amanda E. Child, Ashley L. Ware, Marcia A. Barnes, Jack M. Fletcher & Maureen Dennis. (2019) Role of Neurocognitive Factors in Academic Fluency for Children and Adults With Spina Bifida Myelomeningocele. Journal of the International Neuropsychological Society 25:3, pages 249-265.
Crossref
Alex Lishinski & Aman Yadav. 2019. The Cambridge Handbook of Computing Education Research. The Cambridge Handbook of Computing Education Research 801 826 .
. 2019. The Cambridge Handbook of Computing Education Research. The Cambridge Handbook of Computing Education Research.
Cristina Semeraro, Gabrielle Coppola, Rosalinda Cassibba & Daniela Lucangeli. (2019) Teaching of cursive writing in the first year of primary school: Effect on reading and writing skills. PLOS ONE 14:2, pages e0209978.
Crossref
Anne-Marie Adams & Fiona R. Simmons. (2018) Exploring individual and gender differences in early writing performance. Reading and Writing 32:2, pages 235-263.
Crossref
Corey Palermo & Margareta Maria Thomson. 2019. Educational Technology and the New World of Persistent Learning. Educational Technology and the New World of Persistent Learning 145 175 .
Cynthia S. Puranik, Emily Boss & Shannon Wanless. (2019) Relations between self-regulation and early writing: Domain specific or task dependent?. Early Childhood Research Quarterly 46, pages 228-239.
Crossref
Yves Karlen, Katharina Maag Merki, Carmen Hirt & Francesca Suter. (2018) Sind Gymnasiastinnen und Gymnasiasten mit mehr Grit erfolgreicher?Are grittier college students more successful?. Unterrichtswissenschaft 46:4, pages 437-459.
Crossref
Paul Deane, Tenaha O'Reilly, Szu‐Fu Chao & Kelsey Dreier. (2018) Writing Processes in Short Written Responses to Questions Probing Prior Knowledge. ETS Research Report Series 2018:1, pages 1-30.
Crossref
Stephanie Al Otaiba, Amy Gillespie Rouse & Kristi Baker. (2018) Elementary Grade Intervention Approaches to Treat Specific Learning Disabilities, Including Dyslexia. Language, Speech, and Hearing Services in Schools 49:4, pages 829-842.
Crossref
Réjean Plamondon, Giuseppe Pirlo, Éric Anquetil, Céline Rémi, Hans-Leo Teulings & Masaki Nakagawa. (2018) Personal digital bodyguards for e-security, e-learning and e-health: A prospective survey. Pattern Recognition 81, pages 633-659.
Crossref
Park Eun Hwa. (2018) The Korean College Students’ Use of Writing Strategies Based on Self-Regulation. Studies in Foreign Language Education 32:3, pages 257-275.
Crossref
Teresa Limpo & Rui A. Alves. (2017) Tailoring Multicomponent Writing Interventions: Effects of Coupling Self-Regulation and Transcription Training. Journal of Learning Disabilities 51:4, pages 381-398.
Crossref
. 2018. Le processus de textualisation. Le processus de textualisation 237 256 .
Pyung-Gang Jung & Kristen L. McMaster. (2017) Classification Accuracy of Curriculum-Based Measures for Beginning Writers in First Grade. Assessment for Effective Intervention 43:3, pages 131-143.
Crossref
Joshua Wilson. (2018) Universal screening with automated essay scoring: Evaluating classification accuracy in grades 3 and 4. Journal of School Psychology 68, pages 19-37.
Crossref
Clara Rispler, Gil Luria, Allon Kahana & Sara Rosenblum. (2018) Mood Impact on Automaticity of Performance: Handwriting as Exemplar. Cognitive Computation 10:3, pages 398-407.
Crossref
Steve Graham, Karen R. Harris & Mary Adkins. (2018) The impact of supplemental handwriting and spelling instruction with first grade students who do not acquire transcription skills as rapidly as peers: a randomized control trial. Reading and Writing 31:6, pages 1273-1294.
Crossref
Teresa Limpo, Naiana Parente & Rui A. Alves. (2018) Promoting handwriting fluency in fifth graders with slow handwriting: a single-subject design study. Reading and Writing 31:6, pages 1343-1366.
Crossref
Sara Rosenblum. (2018) Inter-relationships between objective handwriting features and executive control among children with developmental dysgraphia. PLOS ONE 13:4, pages e0196098.
Crossref
Anna Sala-Bubaré & Montserrat Castelló. (2017) Writing regulation processes in higher education: a review of two decades of empirical research. Reading and Writing 31:4, pages 757-777.
Crossref
Emiddia Longobardi, Pietro Spataro & Emiliano Pizzicannella. (2017) Handwriting, spelling, and narrative competence in the fictional stories of Italian primary-school children. European Journal of Psychology of Education 33:2, pages 277-293.
Crossref
Fien De Smedt, Emmelien Merchie, Mariska Barendse, Yves Rosseel, Jessie De Naeghel & Hilde Van Keer. (2017) Cognitive and Motivational Challenges in Writing: Studying the Relation With Writing Performance Across Students' Gender and Achievement Level. Reading Research Quarterly 53:2, pages 249-272.
Crossref
Jennifer L. Weston-Sementelli, Laura K. Allen & Danielle S. McNamara. (2016) Comprehension and Writing Strategy Training Improves Performance on Content-Specific Source-Based Writing Tasks. International Journal of Artificial Intelligence in Education 28:1, pages 106-137.
Crossref
Sylvia C. Kalindi, Catherine McBride & Lin Dan. (2018) Early Literacy Among Zambian Second Graders: The Role of Adult Mediation of Word Writing in Bemba. Reading Research Quarterly 53:1, pages 7-27.
Crossref
Naymé Salas & Liliana Tolchinsky. 2017. Developmental Perspectives in Written Language and Literacy. Developmental Perspectives in Written Language and Literacy.
심유나. (2017) A Study on Self-regulated Strategy in the Writing Process of Elementary School Student. 작문연구 null:35, pages 39-71.
Crossref
Anabela Malpique, Ana Margarida V. Veiga Simão & Lourdes Maria B. Frison. (2017) Self-Regulated Strategies for School Writing Tasks: A Cross-Cultural Report. Psychology of Language and Communication 21:1, pages 244-265.
Crossref
Rachel Schiff & R. Malatesha Joshi. (2017) Introduction to Special Issue: Spelling and Morphology in Different Orthographies among Readers with and without Dyslexia. Dyslexia 23:4, pages 319-323.
Crossref
Chenyi Zhang, Gary E. Bingham & Margaret F. Quinn. (2017) The associations among preschool children’s growth in early reading, executive function, and invented spelling skills. Reading and Writing 30:8, pages 1705-1728.
Crossref
Juan E. Jiménez, Isaac Marco, Natalia Suárez & Desirée González. (2016) Internal Structure and Development of Keyboard Skills in Spanish-Speaking Primary-School Children With and Without LD in Writing. Journal of Learning Disabilities 50:5, pages 522-533.
Crossref
Eduardo García, Patricia Crespo & Ivana Bermúdez. (2016) Writing an Independently Composed Sentence by Spanish-Speaking Children With and Without Poor Transcription Skills: A Writing-Level Match Design. Journal of Learning Disabilities 50:5, pages 511-521.
Crossref
Juan E. Jiménez. (2016) Early Grade Writing Assessment: An Instrument Model. Journal of Learning Disabilities 50:5, pages 491-503.
Crossref
Juan David Gómez González. (2017) A Model for the Strategic Use of Metacognitive Reading Comprehension Strategies. PROFILE Issues in Teachers' Professional Development 19:2, pages 187-201.
Crossref
Teresa Limpo & Rui A. Alves. (2017) Written Language Bursts Mediate the Relationship Between Transcription Skills and Writing Performance. Written Communication 34:3, pages 306-332.
Crossref
Paula López, Mark Torrance, Gert Rijlaarsdam & Raquel Fidalgo. (2017) Effects of Direct Instruction and Strategy Modeling on Upper-Primary Students’ Writing Development. Frontiers in Psychology 8.
Crossref
Yves Karlen & Miriam Compagnoni. (2016) Implicit Theory of Writing Ability: Relationship to Metacognitive Strategy Knowledge and Strategy Use in Academic Writing. Psychology Learning & Teaching 16:1, pages 47-63.
Crossref
Dorit Aram & Shira Besser-Biron. (2016) Parents’ support during different writing tasks: a comparison between parents of precocious readers, preschoolers, and school-age children. Reading and Writing 30:2, pages 363-386.
Crossref
Ana Camacho & Rui A. Alves. (2016) Fostering parental involvement in writing: development and testing of the program Cultivating Writing. Reading and Writing 30:2, pages 253-277.
Crossref
Yu Lu, Wen-Juo Lo & Felicia Lincoln. (2017) Effects of Intervention on Self-Regulated Learning for Second Language Learners. Chinese Journal of Applied Linguistics 40:3.
Crossref
Yen, P.H.. (2017) Task-based language teaching and its impact on Vietnamese students’ use of self-regulated learning strategies in a writing classroom. Can Tho University Journal of Science 05, pages 30.
Crossref
Andrea Vásquez, Miguel Nussbaum, Enzo Sciarresi, Tomás Martínez, Camila Barahona & Katherine Strasser. (2016) The Impact of the Technology Used in Formative Assessment. Journal of Educational Computing Research 54:8, pages 1142-1167.
Crossref
Steve Graham, Alyson A. Collins & Hope Rigby-Wills. (2016) Writing Characteristics of Students With Learning Disabilities and Typically Achieving Peers. Exceptional Children 83:2, pages 199-218.
Crossref
Anthony D. Koutsoftas. (2017) Writing in Two Children With Autism: A Case Study for Assessment and Goal Development. Perspectives of the ASHA Special Interest Groups 2:16, pages 20-33.
Crossref
Jennifer R. Pargulski & Matthew R. Reynolds. (2017) Sex differences in achievement: Distributions matter. Personality and Individual Differences 104, pages 272-278.
Crossref
Teresa Limpo, Rui A. Alves & Vincent Connelly. (2017) Examining the transcription-writing link: Effects of handwriting fluency and spelling accuracy on writing performance via planning and translating in middle grades. Learning and Individual Differences 53, pages 26-36.
Crossref
Gary E. Bingham, Margaret F. Quinn & Hope K. Gerde. (2017) Examining early childhood teachers’ writing practices: Associations between pedagogical supports and children’s writing skills. Early Childhood Research Quarterly 39, pages 35-46.
Crossref
Elise Drijbooms, Margriet A. Groen & Ludo Verhoeven. (2016) How executive functions predict development in syntactic complexity of narrative writing in the upper elementary grades. Reading and Writing 30:1, pages 209-231.
Crossref
Dorit Aram, Lili Elad-Orbach & Shimrit Abiri. 2017. Literacy in the Early Years. Literacy in the Early Years 79 92 .
Kelly D. Meusen-Beekman, Desirée Joosten-ten Brinke & Henny P.A. Boshuizen. (2016) Effects of formative assessments to develop self-regulation among sixth grade students: Results from a randomized controlled intervention. Studies in Educational Evaluation 51, pages 126-136.
Crossref
Shulin Yu & Icy Lee. (2016) Peer feedback in second language writing (2005–2014). Language Teaching 49:4, pages 461-493.
Crossref
Lucia Bigozzi & Giulia Vettori. (2015) To tell a story, to write it: developmental patterns of narrative skills from preschool to first grade. European Journal of Psychology of Education 31:4, pages 461-477.
Crossref
Gabriela Gómez Vera, Carmen Sotomayor, Percy Bedwell, Ana María Domínguez & Elvira Jéldrez. (2016) Analysis of lexical quality and its relation to writing quality for 4th grade, primary school students in Chile. Reading and Writing 29:7, pages 1317-1336.
Crossref
Nelly Shora & Brittany Hott. (2016) Write On: Improving Persuasive Writing Using the POW+TREE Strategy. Beyond Behavior 25:2, pages 14-20.
Crossref
Shawn C. Kent & Jeanne Wanzek. (2016) The Relationship Between Component Skills and Writing Quality and Production Across Developmental Levels. Review of Educational Research 86:2, pages 570-601.
Crossref
Tanya Santangelo & Steve Graham. (2015) A Comprehensive Meta-analysis of Handwriting Instruction. Educational Psychology Review 28:2, pages 225-265.
Crossref
Steve Graham, Evan J. Fishman, Robert Reid & Michael Hebert. (2016) Writing Characteristics of Students with Attention Deficit Hyperactive Disorder: A Meta-Analysis. Learning Disabilities Research & Practice 31:2, pages 75-89.
Crossref
Ana Margarida Veiga Simão, Anabela Abreu Malpique, Lourdes Maria Bragagnolo Frison & André Marques. (2015) Teaching writing to middle school students in Portugal and in Brazil: an exploratory study. Reading and Writing 29:5, pages 955-979.
Crossref
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.
Crossref
Sharon Zumbrunn, Sarah Marrs & Caitlin Mewborn. (2015) Toward a better understanding of student perceptions of writing feedback: a mixed methods study. Reading and Writing 29:2, pages 349-370.
Crossref
Yougen Lou, Liansong Wu, Honglian Liu & Liyou Chen. (2016) Improving Non-English-Majored College Students’ Writing Skills: Combining a Know-Want-Learn Plus Model of Meta-Cognitive Writing Strategy Instruction and Internet-Based Language Laboratory Support. Open Journal of Social Sciences 04:08, pages 37-44.
Crossref
MARRS SARAH, ZUMBRUNN SHARON, McBRIDE CAITLIN & STRINGER JK. (2016) EXPLORING ELEMENTARY STUDENT PERCEPTIONS OF WRITING FEEDBACK. i-manager’s Journal on Educational Psychology 10:1, pages 16.
Crossref
Rachel Schiff, Ayelet Sasson, Yoci Nuri & Elisheva Ben-Artzi. 2016. Interventions in Learning Disabilities. Interventions in Learning Disabilities 67 89 .
Olga Soler Vilageliu, Cristina Sotoca Lasheras, Yago Ramis & Judit Castellà. 2016. Written and Spoken Language Development across the Lifespan. Written and Spoken Language Development across the Lifespan 77 92 .
Barbara Arfé & Eleonora Pizzocaro. 2016. Written and Spoken Language Development across the Lifespan. Written and Spoken Language Development across the Lifespan 327 344 .
Natalie Lavoie, Marie-France Morin & Anne-Marie Labrecque. (2015) Le geste graphique chez le scripteur au début de l’école primaire : profil des pratiques pédagogiques et des performances des élèvesHandwriting at the beginning of primary school: teaching practices and pupils’ performances. Repères:52, pages 177-198.
Crossref
Fahimeh Bagheri & Afsaneh Ghanizadeh. (2015) The effect of inference-making, deduction, and self-monitoring on EFL learners' language achievement, reading, and writing ability. International Journal of Research Studies in Language Learning 5:4.
Crossref
Xiaodong Lin-Siegler, David Shaenfield & Anastasia D. Elder. (2015) Contrasting case instruction can improve self-assessment of writing. Educational Technology Research and Development 63:4, pages 517-537.
Crossref
Hoang Yen Phuong, Kris Van den Branden, Elke Van Steendam & Lies Sercu. (2015) The impact of PPP and TBLT on Vietnamese students’ writing performance and self-regulatory writing strategies. ITL - International Journal of Applied Linguistics 166:1, pages 37-93.
Crossref
Anastasia Alevriadou & Stergiani Giaouri. (2015) The Impact of Executive Functions on the Written Language Process: Some Evidence From Children With Writing Disabilities. Journal of Psychologists and Counsellors in Schools 25:1, pages 24-37.
Crossref

Displaying 200 of 284 citing articles. Use the download link below to view the full list of citing articles.

Download full citations list

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Order Reprints Request Corporate Permissions

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

Request Academic Permissions

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.

Related research

People also read lists articles that other readers of this article have read.

Recommended articles lists articles that we recommend and is powered by our AI driven recommendation engine.

Cited by lists all citing articles based on Crossref citations.
Articles with the Crossref icon will open in a new tab.