Cited by 605Writing and Handwriting EducationInnovative Teaching and Learning MethodsReading and Literacy Development

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Improving the writing performance, knowledge, and self-efficacy of struggling young writers: The effects of self-regulated strategy development

Graham, Steve, Harris, Karen R., Mason, Linda·2005·Contemporary Educational Psychology

DOI 10.1016/j.cedpsych.2004.08.001

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Items 101–200 of 602

Story Writing
Lane, K. L., Graham, S., Harris, K. R., Little, M. A., Sandmel, K. N., & Brindle, M. (2009) · The Journal of Special Education · doi:10.1177/0022466908331044 · Cited by 50
“Earlier research with primary-grade students experiencing difficulties demonstrated that SRSD enhanced not only students’ writing, but also their strategic behavior, knowledge, and motivation (Graham et al., 2005; Harris et al., 2006).”
BackgroundSelf-citation
Students' attitudes towards EFL university writing: A case study at An-Najah National University, Palestine
Jabali, O. M. (2018) · Heliyon · doi:10.1016/j.heliyon.2018.e00896 · Cited by 59
“Ranging from "mechanical control to creativity, with good grammar, knowledge of subject matter, awareness of stylistic conventions and various mysterious factors in between" (Wall, 1981: 53), writing is deemed a hard, tough, intricate and demanding skill to master (Graham et al., 2005).”
Background
Persuasive Writing and Self-Regulation Training for Writers With Autism Spectrum Disorders
Asaro‐Saddler, K., & Bak, N. (2013) · The Journal of Special Education · doi:10.1177/0022466912474101 · Cited by 55
“In two studies, at-risk third-grade writers (Graham et al., 2005) and struggling second-grade writers (Harris et al., 2006) worked in pairs.”
Background
Effects of a strategy-focused instructional program on the writing quality of upper elementary students in the Netherlands.
Bouwer, R., Koster, M., & van den Bergh, H. (2017) · Journal of Educational Psychology · doi:10.1037/edu0000206 · Cited by 57
“Writing instruction programs that use gradual release of responsibility and scaffolding techniques have been shown to improve students’ written language skills (Graham et al., 2005; Graham et al., 1995).”
Effects of self-regulated learning strategy use on motivation in EFL writing: A comparison between high and low achievers in Hong Kong primary schools
Guo, W., & Bai, B. (2019) · Applied Linguistics Review · doi:10.1515/applirev-2018-0085 · Cited by 59
Relations between self-regulation and early writing: Domain specific or task dependent?
Puranik, C. S., Boss, E., & Wanless, S. B. (2018) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2018.02.006 · Cited by 58
Changes in Writing Self-Efficacy and Writing Products and Processes through Specific Training in the Self-Efficacy Beliefs of Students with Learning Disabilities.
Sánchez, J. N. G., & Fuertes, A. M. D. C. (2006) · Learning disabilities · Cited by 48
Effect of digital writing instruction with tablets on primary school students' writing performance and writing knowledge
Yamaç, A., Öztürk, E., & Mutlu, N. (2020) · Computers & Education · doi:10.1016/j.compedu.2020.103981 · Cited by 48
Automated formative writing assessment using a levels of language framework
Wilson, J., Roscoe, R. D., & Ahmed, Y. (2017) · Assessing Writing · doi:10.1016/j.asw.2017.08.002 · Cited by 52
Teaching Students with Emotional and Behavioral Disorders to Self-advocate through Persuasive Writing
Cuenca-Sanchez, Y., Mastropieri, M. A., Scruggs, T. E., et al. (2012) · Exceptionality · doi:10.1080/09362835.2012.669291 · Cited by 46
“In some studies, students' self-efficacy has increased ( Graham & Harris, 1989 ), whereas in others it has not ( Graham, Harris, & Mason, 2005 ).”
Background
International on-line reciprocal peer tutoring to promote modern language development in primary schools
Thurston, A., Durán, D., Cunningham, E., Blanch, S., & Topping, K. J. (2009) · Computers & Education · doi:10.1016/j.compedu.2009.03.005 · Cited by 46
Urban teachers’ implementation of SRSD for persuasive writing following practice-based professional development: positive effects mediated by compromised fidelity
McKeown, D., FitzPatrick, E. R., Brown, M. C., Brindle, M., Owens, J., & Hendrick, R. (2018) · Reading and Writing · doi:10.1007/s11145-018-9864-3 · Cited by 45
Managing Cognitive Demands for Writing: Comparing the Effects of Instructional Components in Strategy Instruction
Paz, S. D. L. (2007) · Reading & Writing Quarterly · doi:10.1080/10573560701277609 · Cited by 46
“In addition, when cognitive strategy instruction has been contrasted with whole language writing programs, outcomes favor strategy instruction (Butyniec-Thomas & Woloshyn, 1997; Graham et al., 2005; Harris et al., 2006)).”
BackgroundMethodInfluential
A quantitative review of the effects of self-regulation interventions on primary and secondary student academic achievement
Elhusseini, S. A., Tischner, C. M., Aspiranti, K. B., & Fedewa, A. L. (2022) · Metacognition and Learning · doi:10.1007/s11409-022-09311-0 · Cited by 68
The Effects of Self-Regulated Strategy Development on the Writing of Expository Essays for Adults With Written Expression Difficulties
Berry, A. B., & Mason, L. H. (2010) · Remedial and Special Education · doi:10.1177/0741932510375469 · Cited by 44
“A criterion of five to eight parts as effective student mastery of writing strategies has been established in prior research (Graham et al., 2005; Harris, Graham, & Mason, 2006; Mason & Shriner, 2008).”
BackgroundMethodSelf-citation
Indicators of Fluent Writing in Beginning Writers
Ritchey, K. D., McMaster, K. L., Otaiba, S. A., Puranik, C. S., Kim, Y. G., Parker, D. C., & Ortiz, M. B. (2015) · Springer eBooks · doi:10.1007/978-1-4939-2803-3_2 · Cited by 45
Web-Based History Learning Environments
Okolo, C. M., Englert, C. S., Bouck, E. C., et al. (2007) · Intervention in School and Clinic · doi:10.1177/10534512070430010101 · Cited by 43
“…have developed a number of curricula and instructional models that have been successful in the language arts (e.g., En-glert, Manalo, & Zhao, 2004; Graham, Harris, & Mason, 2005; Hindin, Morocco, & Aguilar, 2001; Mathes, Tor-gesen, & Clancy-Menchetti, 2003), science (e.g., Dalton, Morocco, &…”
Effects of Quick Writing Instruction for High School Students With Emotional Disturbances
Mason, L. H., Kubina, R. M., & Hoover, T. M. (2011) · Journal of Emotional and Behavioral Disorders · doi:10.1177/1063426611410429 · Cited by 43
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What Works in Writing With Peer Response? A Review of Intervention Studies With Children and Adolescents
Hoogeveen, M., & van Gelderen, A. J. S. (2013) · Educational Psychology Review · doi:10.1007/s10648-013-9229-z · Cited by 44
“Graham et al. (2005) used peer response as an additional component in their instructional program called "Self-Regulated Strategy Development" (SRSD).”
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The challenge of promoting self-regulated learning among primary school children with a low socioeconomic and immigrant background
Vandevelde, S., Keer, H. V., & Merchie, E. (2016) · The Journal of Educational Research · doi:10.1080/00220671.2014.999363 · Cited by 50
The Effects of Word Prediction and Text-to-Speech Technologies on the Narrative Writing Skills of Hispanic Students with Specific Learning Disabilities
Silió, M. C., & Barbetta, P. M. (2010) · Journal of Special Education Technology · doi:10.1177/016264341002500402 · Cited by 42
Diagrams, Timelines, and Tables—Oh, My! Fostering Graphical Literacy
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Effects of teaching planning strategies to first‐grade writers
Arrimada, M., Torrance, M., & Redondo, R. F. (2018) · British Journal of Educational Psychology · doi:10.1111/bjep.12251 · Cited by 41
Self-monitoring support for learning to write
Cho, K., Cho, M.-H., & Hacker, D. J. (2008) · Interactive Learning Environments · doi:10.1080/10494820802292386 · Cited by 48
“( Graham, Harris, & Mason, 2005; Winne & Hadwin, 1998).”
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Lipowsky, F. (2020) · Springer eBooks · doi:10.1007/978-3-662-61403-7_4 · Cited by 63
Investigating high schoolers’ L2 writing anxiety, L2 writing self-efficacy, L2 writing self-regulated strategies, and L2 writing engagement: Relationships and mediator
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“, 2010). Favorable outcomes were particularly evident for students who struggled academically when explicit instructional components (e.g., SRSD) were used to teach writing (Harris et al., 2015; McKeown et al., 2016). For instance, writing performance improved when SRSD writing instruction was taught or a model that i…”
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The impact of three types of writing intervention on students’ writing quality
Rosário, P. J. S. L. F., Högemann, J., Núñez, J. C., Vallejo, G., da Cunha, J. S., Rodríguez, C., & Fuentes, S. (2019) · PLoS ONE · doi:10.1371/journal.pone.0218099 · Cited by 40
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“● Self-motivation (in the form of personal target-setting – one aspect of selfregulated strategy development) (Graham et al., 2005).”
Background
Can Students with Emotional and/or Behavioral Disabilities Improve on Planning and Writing in the Content Areas of Civics and Mathematics?
Hauth, C., Mastropieri, M. A., Scruggs, T., & Regan, K. S. (2013) · Behavioral Disorders · doi:10.1177/019874291303800304 · Cited by 37
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Jones, C. D., Reutzel, D. R., & Fargo, J. D. (2010) · The Journal of Educational Research · doi:10.1080/00220670903383119 · Cited by 37
“Because writing workshop is the most common approach to writing instruction, writing workshop has often been used as the control condition in experimental and quasiexperimental studies on writing instruction (Graham et al., 2005; Harris, Graham, & Mason, 2006; Troia & Graham, 2002; Yeh, 1998).”
Method
A walk through the landscape of writing: Insights from a program of writing research
Graham, S. (2021) · Educational Psychologist · doi:10.1080/00461520.2021.1951734 · Cited by 36
Self-citation
Understanding the interplay between text quality, writing self-efficacy and writing anxiety in learners with and without migration background
Busse, V., Graham, S., Müller, N., & Utesch, T. (2023) · Frontiers in Psychology · doi:10.3389/fpsyg.2023.1130149 · Cited by 50
“, 2023) as well as with minority children in primary school (Graham et al., 2005).”
BackgroundSelf-citation
Relationship among Iranian EFL Learners’ Self-efficacy in Writing, Attitude towards Writing, Writing Apprehension and Writing Performance
Sarkhoush, H. (2013) · Journal of Language Teaching and Research · doi:10.4304/jltr.4.5.1126-1132 · Cited by 35
“Resent research findings compare the proficient writers and less skilled ones, it become obvious that those who performed better in writing tasks are more knowledgeable than their less skilled peers (Graham, 2006b; Graham & Harris, 2005).”
Background
Do students learn better with immersive virtual reality videos than conventional videos? A comparison of media effects with middle school girls.
Queiroz, A. C. M., Fauville, G., Herrera, F., Leme, M. I. D. S., & Bailenson, J. N. (2022) · Technology Mind and Behavior · doi:10.1037/tmb0000082 · Cited by 50
“Thus, several research studies have focused on understanding self-efficacy in educational settings (Graham et al., 2005; Schunk, 1995; Schunk & DiBenedetto, 2016).”
Background
Effects of Self-Regulated Strategy Development for POW+TREE on High School Students with Learning Disabilities
Hoover, T. M., Kubina, R. M., & Mason, L. H. (2012) · Exceptionality · doi:10.1080/09362835.2012.640903 · Cited by 35
“Following instruction, participants were asked six questions regarding their impressions of instruction and POW+TREE writing strategy ( Graham, Harris, & Mason, 2005 ; Harris, Graham, & Mason, 2006 ): (1) Has using the POW+TREE strategies helped you to become a better writer? How? (2) What have you learned since worki…”
MethodSelf-citation
Writing week-journals to improve the writing quality of fourth-graders’ compositions
Rosário, P. J. S. L. F., Högemann, J., Núñez, J. C., Vallejo, G., da Cunha, J. S., Oliveira, V., Fuentes, S., & Rodrigues, C. (2016) · Reading and Writing · doi:10.1007/s11145-016-9710-4 · Cited by 35
Profiling writers: analysis of writing dynamics among college students
Escorcia, D., Passerault, J.-M., Ros, C., & Pylouster, J. (2017) · Metacognition and Learning · doi:10.1007/s11409-016-9166-6 · Cited by 46
Rewarded and unrewarded competition in a CSCL environment: A coopetition design with a social cognitive perspective using PLS-SEM analyses
Wang, X., Wallace, M. P., & Wang, Q. (2017) · Computers in Human Behavior · doi:10.1016/j.chb.2017.02.045 · Cited by 34
Influences of process-based instruction on students’ use of self-regulated learning strategies in EFL writing
Guo, W., Bai, B., & Song, H. (2021) · System · doi:10.1016/j.system.2021.102578 · Cited by 54
Learning to Write With Interactive Writing Instruction
Williams, C. (2017) · The Reading Teacher · doi:10.1002/trtr.1643 · Cited by 41
Comparison of the effects on writing attitudes and writing self-efficacy of three different training programs in students with learning disabilities
Sánchez, J. N. G., & Fuertes, A. M. D. C. (2005) · International Journal of Educational Research · doi:10.1016/j.ijer.2006.06.006 · Cited by 33
Enfoques en la investigación de la regulación de escritura académica: Estado de la cuestión
Castelló, M., Faz, G. B., & López, N. A. V. (2017) · Electronic Journal of Research in Educational Psychology · doi:10.25115/ejrep.v8i22.1424 · Cited by 33
Strategy-Based Instruction
Bhavnani, S. K., Peck, F. A., & Reif, F. (2008) · ACM Transactions on Computer-Human Interaction · doi:10.1145/1352782.1352784 · Cited by 31
Strategy Instruction During Word Study and Interactive Writing Activities
Williams, C., & Lundstrom, R. P. (2007) · The Reading Teacher · doi:10.1598/rt.61.3.1 · Cited by 33
Effects of Dictation, Speech to Text, and Handwriting on the Written Composition of Elementary School English Language Learners
Arcon, N., Klein, P. D., & Dombroski, J. D. (2017) · Reading & Writing Quarterly · doi:10.1080/10573569.2016.1253513 · Cited by 31
“Would you want to be five years older? Why?” For support during writing, students had access to a series of prompts comprising a persuasive writing strategy at the top of the page (Graham et al., 2005).”
Background
Integrating Collaborative Reasoning and Strategy Instruction to Improve Second Graders’ Opinion Writing
Philippakos, Z. A. T., & MacArthur, C. A. (2019) · Reading & Writing Quarterly · doi:10.1080/10573569.2019.1650315 · Cited by 35
The Effects of Computer Graphic Organizers on the Persuasive Writing of Hispanic Middle School Students with Specific Learning Disabilities
Unzueta, C. H., & Barbetta, P. M. (2012) · Journal of Special Education Technology · doi:10.1177/016264341202700302 · Cited by 32
“It takes two”: The added value of structured peer-assisted writing in explicit writing instruction
Smedt, F. D., Graham, S., & Keer, H. V. (2019) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2019.101835 · Cited by 45
Self-citation
Writing Self-efficacy Changes after Cognitive Strategy Intervention in Students with Learning Disabilities: The Mediational Role of Gender in Calibration
Sánchez, J. N. G., & Redondo, R. F. (2008) · The Spanish Journal of Psychology · doi:10.1017/s1138741600004431 · Cited by 30
A scoping review on the use of speech-to-text technology for adolescents with learning difficulties in secondary education
Matre, M. E., & Cameron, D. L. (2022) · Disability and Rehabilitation Assistive Technology · doi:10.1080/17483107.2022.2149865 · Cited by 38
A Research Synthesis on Effective Writing Instruction in Primary Education
Smedt, F. D., & Keer, H. V. (2014) · Procedia - Social and Behavioral Sciences · doi:10.1016/j.sbspro.2014.01.1219 · Cited by 30
Impacts of Self-Regulated Strategy Development-Based Revision Instruction on English-as-a-Foreign-Language Students' Self-Efficacy for Text Revision: A Mixed-Methods Study
Chen, J., Zhang, L. J., Wang, X., & Zhang, T. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.670100 · Cited by 36
Fostering High-School Students’ Self-Regulated Learning Online and Across Academic Domains
Greene, J. A., Bolick, C. M., Caprino, A. M., Deekens, V. M., McVea, M., Yu, S. B., & Jackson, W. P. (2015) · The High School journal/The High school journal · doi:10.1353/hsj.2015.0019 · Cited by 33
“For instance, Graham, Harris, and Mason (2005) found that students using the SRSD intervention model wrote longer, more complete, and qualitatively better papers than their peers in a control group.”
Background
Teaching Writing-With or Without Metacognition : An Exploratory Study of 11- to 12-Year-Old Students Writing A Book Review
Colognesi, S., Piret, C., Demorsy, S., & Barbier, É. (2020) · lnternational Electronic Journal of Elementary Education · doi:10.26822/iejee.2020562136 · Cited by 29
“Graham, Harris, and Mason (2005) observed the relation - ship between metacognitive strategies and writing perfor - mance in an experimental study, in which, students were asked about the strategies they used to plan and write their assignments.”
Background
A written language intervention for at-risk second grade students: a randomized controlled trial of the process assessment of the learner lesson plans in a tier 2 response-to-intervention (RtI) model
Hooper, S. R., Costa, L. C., McBee, M. T., Anderson, K. L., Yerby, D. C., Childress, A., & Knuth, S. B. (2011) · Annals of Dyslexia · doi:10.1007/s11881-011-0056-y · Cited by 29
Content and Construct Validity of Here’s How I Write (HHIW): A Child’s Self-Assessment and Goal Setting Tool
Cermak, S. A., & Bissell, J. C. (2014) · American Journal of Occupational Therapy · doi:10.5014/ajot.2014.010637 · Cited by 28
The Correlation between Students' Writing Anxiety and the Use of Writing Assessment Rubrics.
Arindra, M. Y., & Ardi, P. (2020) · LEARN Journal : Language Education and Acquisition Research Network · Cited by 28
The effect of a socio-cognitive approach to teaching writing on stance support moves and topicality in students’ expository essays
Chandrasegaran, A. (2013) · Linguistics and Education · doi:10.1016/j.linged.2012.12.005 · Cited by 28
Professional development of teachers in the implementation of a strategy-focused writing intervention program for elementary students
Koster, M., Bouwer, R., & van den Bergh, H. (2016) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2016.10.002 · Cited by 28
“Moreover, it provides students with the opportunity to direct their full attention to the learning task as the learning-to-write is separated from text production (Graham et al., 2005; Rijlaarsdam & Couzijn, 2000; Zimmerman & Risemberg, 1997).”
Mentoring underrepresented students for success: Self-regulated learning strategies as a critical link between mentor support and educational attainment
Tise, J. C., Hernandez, P. R., & Schultz, P. W. (2023) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2023.102233 · Cited by 37
Developing young adolescents’ self-regulation by means of formative assessment: A theoretical perspective
Beekman, K., Brinke, D. J.-T., & Boshuizen, H. P. A. (2015) · Cogent Education · doi:10.1080/2331186x.2015.1071233 · Cited by 33
Iterative co-evaluation with a rubric of narrative texts in Primary Education / Coevaluación iterativa con rúbrica de textos narrativos en la Educación Primaria
Montanero, M., Fustes, M. L., & Sánchez, M. J. F. (2014) · Journal for the Study of Education and Development Infancia y Aprendizaje · doi:10.1080/02103702.2014.881653 · Cited by 29
“It has been shown that when students draft and co-evaluate a composition in pairs they produce better texts (above all with respect to the vocabulary used), in comparison with those produced individually (De la Paz & Graham, 2002; Graham et al., 2005; Yarrow & Topping, 2001).”
BackgroundResultInfluential
Writing Disabilities and Reading Disabilities in Elementary School Students
Costa, L. C., Edwards, C. N., & Hooper, S. R. (2015) · Learning Disability Quarterly · doi:10.1177/0731948714565461 · Cited by 29
The effectiveness of a program based on self-regulated strategy development on the writing skills of writing-disabled secondary school students
Eissa, M. A. (2017) · Electronic Journal of Research in Educational Psychology · doi:10.25115/ejrep.v7i17.1316 · Cited by 27
“Study findings go in the same line as most studies that have adopted the SelfRegulated Strategy Development (SRSD) model, for example in increasing the story-writing ability of Young Writers with Learning Disabilities (Saddler, 2006), and the writing process of high school students with learning disabilities (Chalk et…”
Result
The Short-Term and Maintenance Effects of Self-Regulated Strategy Development in Writing for Middle School Students
Hacker, D. J., Dole, J. A., Ferguson, M. L., Adamson, S., Roundy, L., & Scarpulla, L. F. (2015) · Reading & Writing Quarterly · doi:10.1080/10573569.2013.869775 · Cited by 26
The Impact of Strategy-based Instruction on L2 Learners’ Persuasive Writing
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As estratégias de aprendizagem e a produção de textos narrativos
da Costa, E. R., & Boruchovitch, E. (2009) · Psicologia Reflexão e Crítica · doi:10.1590/s0102-79722009000200002 · Cited by 26
English Learners, Writing, and the Common Core
Olson, C. B., Scarcella, R. C., & Matuchniak, T. (2015) · The Elementary School Journal · doi:10.1086/681235 · Cited by 26
Teaching Children With Language-Learning Disabilities to Plan and Revise Compare–Contrast Texts
Shen, M., & Troia, G. A. (2017) · Learning Disability Quarterly · doi:10.1177/0731948717701260 · Cited by 25
“This finding was consistent with prior studies showing that gains from writing instruction with SRSD can be well maintained for at least 4 weeks (Graham et al., 2005).”
BackgroundResultInfluential
Bolstering students’ written argumentation by refining an effective discourse intervention: negotiating the fine line between flexibility and fidelity
Firetto, C. M., Murphy, P. K., Greene, J. A., Li, M., Wei, L., Montalbano, C., Hendrick, B. D., & Croninger, R. M. V. (2018) · Instructional Science · doi:10.1007/s11251-018-9477-x · Cited by 27
Using Rhetorical Approach of Ethos, Pathos and Logos by Malaysian Engineering Students in Persuasive Email Writings
Isai, K. I. A., Lin, T. M., Ching, H. S., et al. (2020) · Malaysian Journal of Social Sciences and Humanities (MJSSH) · doi:10.47405/mjssh.v5i4.386 · Cited by 25
A Framework for Implementing Individualized Self-Regulated Learning Strategies in the Classroom
Ness, B., & Middleton, M. (2011) · Intervention in School and Clinic · doi:10.1177/1053451211430120 · Cited by 25
Co-Teaching With Strategy Instruction
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“Earl suggested the POW + TREE writing strategy (see Table 2) as an evidence-based writing intervention (Graham et al., 2005).”
Background
Writing proficiency level and writing development of low-achieving adolescents: the roles of linguistic knowledge, fluency, and metacognitive knowledge
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Self-citation
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“3 perceived by both native and non-native learners as the most challenging learning skill (Graham et al., 2005; Jahin & Idrees, 2012).”
Background
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“However, students with SLD have difficulty planning, generating ideas, revising, and transcribing words onto paper (Graham, Harris, & Mason, 2005; Monroe & Troia, 2006), all of which are skills needed for narrative writing.”
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“…shown that the level of SRL strategies is closely related to writing achievement and self-regulated writing ability (Boekaerts & Cascallar, 2006; Bruning & Horn, 2000; Graham & Harris, 2003; Graham et al., 2005; Teng & Zhang, 2016; Zhou & Hiver, 2022; Zimmerman, 2000; Zimmerman & Risemberg, 1997).”
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Method
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“Graham, Harris, and Mason (2005) and Harris, Graham, and Mason (2006) showed that a peer support component augmented SRSD instruction, improving argumentative writing ability.”
Background
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“Considerations around motivation play a critical role in the design of writing instruction for all students (Graham et al., 2005); thus, the incorpo- ration of technology supports might be used to augment weaker reinforcers (e.g., feedback and interaction) for writing behavior.”
Background
The Componential Model of Reading (CMR): Implications for Assessment and Instruction of Literacy Problems
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Authors: Graham, S., Harris, K. R., & Mason, L.
Affiliations: Vanderbilt University (US)
University of Illinois Urbana-Champaign (US)
Corresponding author: Graham, Steve
ORCID: Graham, Steve
Harris, Karen R.
Venue: Contemporary Educational Psychology
Publisher: Elsevier BV
Published: 2005-04
Volume: 30
Issue: 2
Pages: 207-241
ISSN: 0361-476X (ISSN-L)
DOI: 10.1016/j.cedpsych.2004.08.001
OpenAlex: W2131305728
Cited by: 605
References: 67
Citations by year: 2026: 10 · 2025: 22 · 2024: 33 · 2023: 46 · 2022: 41 · 2021: 45 · 2020: 34 · 2019: 34 · 2018: 32 · 2017: 35 · 2016: 27 · 2015: 31 · 2014: 36 · 2013: 36 · 2012: 25
FWCI: 58.77
Type: journal article
Language: en
Open access: closed
Licence: www.elsevier.com/tdm/userlicense/1.0/ (tdm)
www.elsevier.com/legal/tdmrep-license (tdm)
Locations: Contemporary Educational Psychology (publishedVersion)
Topics: Social Sciences › Education › Writing and Handwriting Education
Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
Keywords: self-regulated strategy development, struggling writers, writing self-efficacy, writing knowledge, writing strategies, peer support, third grade, minority students, low-income schools, writing workshop, persuasive essay, story writing, informative writing, writing planning

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Improving the writing performance, knowledge, and self-efficacy of struggling young writers: The effects of self-regulated strategy development

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