The DOI matches its Crossref record; 60 of the 67 references it cites were found in a registry or an index.
Improving the writing performance, knowledge, and self-efficacy of struggling young writers: The effects of self-regulated strategy development
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Claims the paper makes
Citations
Cites
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Research works printed but not linked: 1
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Cited by
Sorted by citations
Handbook of Research on Learning and Instruction
Mayer, R. E., & Alexander, P. A. (2011) · Routledge eBooks · doi:10.4324/9780203839089 · Cited by 969
“Under this influence, scholars have applied three models to explain and guide learning in the psychomotor domain: information processing, expertise-novice comparison, and dynamical systems.”
MethodA meta-analysis of writing instruction for students in the elementary grades.
Graham, S., McKeown, D., Kiuhara, S. A., & Harris, K. R. (2012) · Journal of Educational Psychology · doi:10.1037/a0029185 · Cited by 828
“…(1987)a 6 FR 0.31 Welch (1992) 6 SW 1.72 Wong et al. (2008) SRSD 6 AVG 0.64 Adding self-regulation to strategy instruction Harris et al. (2006)a 2 SW 0.32 Graham et al. (2005)a 3 SW 0.13 Kurtz (1987) 3–6 SW 1.09 Brunstein & Glaser (2011)a 4 FR 0.86 Glaser & Brunstein (2007) 4 FR 0.87 Sawyer et…”
InfluentialSelf-citationPrimary grade writing instruction: A national survey.
Cutler, L., & Graham, S. (2008) · Journal of Educational Psychology · doi:10.1037/a0012656 · Cited by 521
Self-citationHarris, K. R., Graham, S., & Mason, L. H. (2006) · American Educational Research Journal · doi:10.3102/00028312043002295 · Cited by 509
“Graham et al. (2005) also found that adding the peer support component of SRSD had positive effects on the performance of struggling writers, including advantages in the number of story elements contained in posttest narratives, time spent composing posttest informative papers (a variable not…”
BackgroundResultInfluentialSelf-citationEffectiveness of learning strategy instruction on academic performance: A meta-analysis
Donker, A. S., de Boer, H., Kostons, D., Dignath van Ewijk, C. C., & van der Werf, M. P. C. (2014) · Educational Research Review · doi:10.1016/j.edurev.2013.11.002 · Cited by 489
Metadata
- Authors
- Graham, S., Harris, K. R., & Mason, L.
- Affiliations
- Vanderbilt University (US)
- University of Illinois Urbana-Champaign (US)
- Corresponding author
- Graham, Steve
- Venue
- Contemporary Educational Psychology
- Publisher
- Elsevier BV
- Published
- 2005-04
- Volume
- 30
- Issue
- 2
- Pages
- 207-241
- ISSN
- 0361-476X (ISSN-L)
- 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
- 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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