The DOI matches its Crossref record; 73 of the 74 references it cites were found in a registry or an index.
Teacher implementation of Self-Regulated Strategy Development with an automated writing evaluation system: Effects on the argumentative writing performance of middle school students
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“Several studies have demonstrated that automated essay scoring tools like MI Write can help students to improve their writing motivation (Wilson & Czik, 2016), writing self-efficacy (Wilson & Roscoe, 2020) and writing skills (Palermo & Thomson, 2018)”
From Assessment in the age of artificial intelligence (2022) · cites this paper as Palermo & Thomson, 2018
Citations
Cites
Hattie, J., & Timperley, H. (2007) · Review of Educational Research · doi:10.3102/003465430298487 · Cited by 12,905
Assessment and Classroom Learning
Black, P., & Wiliam, D. (1998) · Assessment in Education: Principles, Policy & Practice · doi:10.1080/0969595980050102 · Cited by 8,152
An introduction to latent semantic analysis
Landauer, T. K., Foltz, P. W., & Laham, D. (1998) · Discourse Processes · doi:10.1080/01638539809545028 · Cited by 4,880
MacArthur, C. A., Graham, S. W., & Fitzgerald, J. (2005) · Cited by 2,327
A meta-analysis of writing instruction for adolescent students
Graham, S., & Perin, D. (2007) · Journal of Educational Psychology · doi:10.1037/0022-0663.99.3.445 · Cited by 1,609
Handbook of Metacognition in Education
Hacker, D. J., Dunlosky, J., & Graesser, A. C. (2009) · doi:10.4324/9780203876428 · Cited by 1,509
Shanahan, C. R. (2011) · Cited by 866
A 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
Handbook of Learning Disabilities
Knapp, P. (2004) · Journal of the American Academy of Child & Adolescent Psychiatry · doi:10.1097/00004583-200405000-00018 · Cited by 574
(2007) · Cited by 563
Flagged first, then by citations
1 of the 74 references couldn’t be matched to a known paper.
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Items 101–101 of 101
Instructional Practices for the Component Skills of Writing: A Theoretically Grounded Synthesis
Novelli, C., Hennenfent, L., Johnson, L. J., & Truckenmiller, A. J. (2026) · Scientific Studies of Reading · doi:10.1080/10888438.2026.2732983
Metadata
- Authors
- Palermo, C., & Thomson, M. M.
- Affiliations
- North Carolina State University (US)
- Corresponding author
- Palermo, Corey
- Venue
- Contemporary Educational Psychology
- Publisher
- Elsevier BV
- Published
- 2018-07
- Volume
- 54
- Pages
- 255-270
- ISSN
- 0361-476X (ISSN-L)
- OpenAlex
- W2856745662
- Cited by
- 107
- References
- 74
- Citations by year
- 2026: 8 · 2025: 12 · 2024: 23 · 2023: 16 · 2022: 21 · 2021: 17 · 2020: 5 · 2019: 5
- FWCI
- 20.37
- 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 › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Keywords
- self-regulated strategy development, automated writing evaluation, argumentative writing, writing instruction, junior high school students, writing quality, teacher implementation, low-intensity intervention, social validity
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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.
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