The DOI matches its Crossref record; 8 of the 8 references it cites were found in a registry or an index.
Improving the Writing, Knowledge, and Motivation of Struggling Young Writers: Effects of Self-Regulated Strategy Development With and Without Peer Support
Abstract
Writing development involves changes that occur in children’s strategic behavior, knowledge, and motivation. The authors examined the effectiveness of self-regulated strategy development (SRSD), a strategy instructional model designed to promote development in each of these areas. Instruction focused on planning and writing stories and persuasive essays. The addition of a peer support component to SRSD instruction aimed at facilitating maintenance and generalization effects was also examined. SRSD had a positive impact on the writing performance and knowledge of struggling second-grade writers attending urban schools serving a high percentage of low-income families. In comparison with children in the Writers’ Workshop condition, SRSD-instructed students were more knowledgeable about writing and evidenced stronger performance in the two instructed genres (story and persuasive writing) as well as two uninstructed genres (personal narrative and informative writing). Moreover, the peer support component augmented SRSD instruction by enhancing specific aspects of students’ performance in both the instructed and uninstructed genres.
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Cites
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Ames, C. (1992) · Journal of Educational Psychology · doi:10.1037/0022-0663.84.3.261 · Cited by 6,468
Graham, S., Harris, K. R., & Mason, L. (2005) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2004.08.001 · Cited by 605 · cited 17×
“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…”
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Self-citationImproving long-term weight loss: pushing the limits of treatment
Brownell, K. D., & Jeffery, R. W. (1987) · Behavior Therapy · doi:10.1016/s0005-7894(87)80004-7 · Cited by 198
Effects of a Reciprocal Peer Revision Strategy in Special Education Classrooms
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Self-citationConstructivism: Principles, Paradigms, and Integration
Harris, K. R., & Graham, S. (1994) · The Journal of Special Education · doi:10.1177/002246699402800301 · Cited by 106
Self-citationIntegrated, Constructivist Education: Challenge and Reality
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Focusing the Conceptual Lens on Metacognition, Self-regulation, and Self-regulated Learning
Dinsmore, D. L., Alexander, P. A., & Loughlin, S. M. (2008) · Educational Psychology Review · doi:10.1007/s10648-008-9083-6 · Cited by 815
Effectiveness 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
Examining dimensions of self-efficacy for writing
Bruning, R., Dempsey, M., Kauffman, D. F., McKim, C., & Zumbrunn, S. (2013) · Journal of Educational Psychology · doi:10.1037/a0029692 · Cited by 470
Teaching Writing to Elementary Students in Grades 4–6: A National Survey
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Self-citationZaccoletti, S., Camacho, A., Correia, N., Aguiar, C., Mason, L., Alves, R. A., & Daniel, J. R. (2020) · Frontiers in Psychology · doi:10.3389/fpsyg.2020.592670 · Cited by 209
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Metadata
- Authors
- Harris, K. R., Graham, S., & Mason, L. H.
- Venue
- American Educational Research Journal
- Published
- 2006-01
- Volume
- 43
- Issue
- 2
- Pages
- 295-340
- ISSN
- 0002-8312 (ISSN-L)
- 1935-1011
- OpenAlex
- W2158864599
- Cited by
- 498
- References
- 8
- FWCI
- 71.31
- Type
- journal article
- Language
- en
- Open access
- closed
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
