Language and Learning
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Cited by
Sorted by citations
The Effects of School-Based Writing-to-Learn Interventions on Academic Achievement: A Meta-Analysis
Bangert-Drowns, R. L., Hurley, M. M., & Wilkinson, B. (2004) · Review of Educational Research · doi:10.3102/00346543074001029 · Cited by 802 · see citing works
Myth, Metaphor, and Metacognition: Shaping Voice and Identity Through Poetry in Teacher Education
Gulla, A. N. (2014) · LEARNing Landscapes · doi:10.36510/learnland.v8i1.679 · Cited by 8 · see citing works
- Venue
- SpringerReference
- Publisher
- Springer-Verlag
- Published
- 2012-04-05
- OpenAlex
- W4256365433
- Cited by
- 1
- References
- 0
- Citations by year
- 2024: 1
- Type
- reference entry
- Language
- en
- Open access
- closed
- Locations
- Springer eBooks (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Language Acquisition and Education
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Psychology › Developmental and Educational Psychology › Language Development and Disorders
- Keywords
- language, learning
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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