The role of self-regulation and transcription skills in writing and writing development
Abstract
It is proposed that the development of writing competence depends on high levels of self-regulation and the mastery of low-level transcription skills. Predictions consistent with each of these claims are identified and evaluated. Although the available data are incomplete and many key findings require further replication, the accumulated evidence generally supports both of these propositions.
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Cites
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The educational value of writing lies not only in the quality of the submitted text but also in the cognitive operations exercised while producing it.
“The educational value of writing lies not only in the quality of the submitted text but also in the cognitive operations exercised while producing it”
From Layer-sensitive cognitive offloading in generative AI-assisted writing: supported performance and independent no-AI outcomes (2026) · cites this paper as Graham and Harris, 2000
Cites
De La Paz, S., & Graham, S. (1997) · Journal of Educational Psychology · doi:10.1037//0022-0663.89.2.203 · Cited by 103 · see citing works
Self-citation
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Training writing skills: a cognitive developmental perspective
Kellogg, R. T. (2008) · Journal of Writing Research · doi:10.17239/jowr-2008.01.01.1 · Cited by 868 · see citing works
Contribution of spelling instruction to the spelling, writing, and reading of poor spellers.
Graham, S., Harris, K. R., & Chorzempa, B. F. (2002) · Journal of Educational Psychology · doi:10.1037/0022-0663.94.4.669 · Cited by 299 · see citing works
Self-citationEnhancing self-regulated learning by writing learning protocols
Nückles, M., Hübner, S., & Renkl, A. (2009) · Learning and Instruction · doi:10.1016/j.learninstruc.2008.05.002 · Cited by 252 · see citing works
van den Boom, G., Paas, F., van Merriënboer, J. J. G., & van Gog, T. (2004) · Computers in Human Behavior · doi:10.1016/j.chb.2003.10.001 · Cited by 236 · see citing works
Nückles, M., Roelle, J., Glogger-Frey, I., Waldeyer, J., & Renkl, A. (2020) · Educational Psychology Review · doi:10.1007/s10648-020-09541-1 · Cited by 213 · see citing works
Harris, K. R., Graham, S., & Mason, L. H. (2017) · Focus on Exceptional Children · doi:10.17161/foec.v35i7.6799 · Cited by 183 · see citing works
Self-citationTeng, M. F., Wang, C., & Zhang, L. J. (2022) · Assessing Writing · doi:10.1016/j.asw.2021.100573 · Cited by 124 · see citing works
de Smet, M. J. R., Brand-Gruwel, S., Leijten, M., & Kirschner, P. A. (2014) · Computers & Education · doi:10.1016/j.compedu.2014.06.010 · Cited by 30 · see citing works
Computing Education Research Today
Fincher, S. A., Tenenberg, J., Dorn, B., Hundhausen, C., McCartney, R., & Murphy, L. (2019) · The Cambridge Handbook of Computing Education Research · doi:10.1017/9781108654555.003 · Cited by 7 · see citing works
Chen, X. (2026) · Frontiers in Psychology · doi:10.3389/fpsyg.2026.1906199 · Cited by 1 · see citing works
“The educational value of writing lies not only in the quality of the submitted text but also in the cognitive operations exercised while producing it (Bereiter and Scardamalia, 1987; Kellogg, 1996; Graham and Harris, 2000; Graham et al., 2005).”
- Authors
- Graham, S., & R. Harris, K.
- Affiliations
- University of Maryland, College Park (US)
- ORCID
- Graham, Steve
- Venue
- Educational Psychologist
- Publisher
- Informa UK Limited
- Published
- 2000-01-01
- Volume
- 35
- Issue
- 1
- Pages
- 3-12
- ISSN
- 0046-1520 (ISSN-L)
- 1532-6985
- OpenAlex
- W1984389041
- Cited by
- 671
- References
- 1
- Citations by year
- 2026: 19 · 2025: 28 · 2024: 27 · 2023: 48 · 2022: 27 · 2021: 38 · 2020: 32 · 2019: 84 · 2018: 37 · 2017: 37 · 2016: 40 · 2015: 34 · 2014: 27 · 2013: 27 · 2012: 27
- FWCI
- 39.34
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Educational Psychologist (publishedVersion)
- Topics
- Social Sciences › Education › Writing and Handwriting Education
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Keywords
- self-regulation, transcription skills, writing development, writing skills, writing instruction, metacognition
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.
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