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A Meta-Analysis of Writing Instruction for Students in the Elementary Grades

Journal of educational psychology, 2012-11, Vol.104 (4), p.879-896

2012

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

Contemporary educational psychology, 2005-04, Vol.30 (2), p.207-241

2005

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The Self-Regulated Strategy Development Instructional Model: Efficacious Theoretical Integration, Scaling Up, Challenges, and Future Research

Educational psychology review, 2024-12, Vol.36 (4), p.104, Article 104

Harris, Karen R.

2024

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Writing Motives and Writing Achievement of Elementary School Students From Diverse Language Backgrounds

Journal of educational psychology, 2023-10, Vol.115 (7), p.1028-1043

2023

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Educational Psychology: A Future Retrospective

Journal of educational psychology, 2018-02, Vol.110 (2), p.163-173

2018

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How do primary grade teachers teach handwriting? A national survey

Reading & writing, 2008-02, Vol.21 (1-2), p.49-69

2008

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Practice-based professional development and Self-Regulated Strategy Development for Tier 2, at-risk writers in second grade

Contemporary educational psychology, 2015-01, Vol.40 (Jan), p.5-16

2015

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Effectiveness of Literacy Programs Balancing Reading and Writing Instruction: A Meta-Analysis

Reading research quarterly, 2018-07, Vol.53 (3), p.279-304

2018

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Third and fourth grade teacher’s classroom practices in writing: a national survey

Reading & writing, 2016-05, Vol.29 (5), p.929-954

2016

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Teaching writing to middle school students: a national survey

Reading & writing, 2014-07, Vol.27 (6), p.1015-1042

2014

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Yes, they can: Developing transcription skills and oral language in tandem with SRSD instruction on close reading of science text to write informative essays at grades 1 and 2

Contemporary educational psychology, 2023-04, Vol.73, p.102150, Article 102150

2023

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The Role of Self-Regulation and Transcription Skills in Writing and Writing Development

Educational psychologist, 2000, Vol.35 (1), p.3-12

2000

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The impact of supplemental handwriting and spelling instruction with first grade students who do not acquire transcription skills as rapidly as peers: a randomized control trial

Reading & writing, 2018-06, Vol.31 (6), p.1273-1294

2018

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Answering the challenge: SRSD instruction for close reading of text to write to persuade with 4th and 5th Grade students experiencing writing difficulties

Reading & writing, 2019-06, Vol.32 (6), p.1459-1482

2019

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Do Children With Reading Difficulties Experience Writing Difficulties? A Meta-Analysis

Journal of educational psychology, 2021-11, Vol.113 (8), p.1481-1506

2021

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Do content revising goals change the revising behavior and story writing of fourth grade students at-risk for writing difficulties?

Reading & writing, 2021-09, Vol.34 (7), p.1915-1941

2021

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Illuminating growth and struggles using mixed methods: Practice-based professional development and coaching for differentiating SRSD instruction in writing

Reading & writing, 2016-06, Vol.29 (6), p.1105-1140

2016

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The roles of writing knowledge, motivation, strategic behaviors, and skills in predicting elementary students’ persuasive writing from source material

Reading & writing, 2019-06, Vol.32 (6), p.1431-1457

2019

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Teachers use of writing to support students’ learning in middle school: A national survey in the United States

Reading & writing, 2016-05, Vol.29 (5), p.1039-1068

2016

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Writing Motivation Questionnaire: Factorial and Construct Validity with Middle School Students

Educational psychology review, 2023-03, Vol.35 (1), p.5, Article 5

2023

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Do writing motivational beliefs predict middle school students' writing performance?

Journal of research in reading, 2018-11, Vol.41 (4), p.642-656

2018

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On the Measurement of Achievement Goals: Critique, Illustration, and Application

Journal of educational psychology, 2008-08, Vol.100 (3), p.613-628

2008

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Disallowing Recommendations for Practice and Policy: a Proposal that Is Both Too Much and Too Little

Educational psychology review, 2013-09, Vol.25 (3), p.309-316

Harris, Karen R.

2013

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Job Resources Boost Work Engagement, Particularly When Job Demands Are High

Journal of educational psychology, 2007-05, Vol.99 (2), p.274-284

2007

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Dimensions of Teacher Self-Efficacy and Relations With Strain Factors, Perceived Collective Teacher Efficacy, and Teacher Burnout

Journal of educational psychology, 2007-08, Vol.99 (3), p.611-625

2007

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A Meta-Analysis of Writing Instruction for Students in the Elementary Grades

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

The Self-Regulated Strategy Development Instructional Model: Efficacious Theoretical Integration, Scaling Up, Challenges, and Future Research

Writing Motives and Writing Achievement of Elementary School Students From Diverse Language Backgrounds

Educational Psychology: A Future Retrospective

How do primary grade teachers teach handwriting? A national survey

Practice-based professional development and Self-Regulated Strategy Development for Tier 2, at-risk writers in second grade

Effectiveness of Literacy Programs Balancing Reading and Writing Instruction: A Meta-Analysis

Third and fourth grade teacher’s classroom practices in writing: a national survey

Teaching writing to middle school students: a national survey

Yes, they can: Developing transcription skills and oral language in tandem with SRSD instruction on close reading of science text to write informative essays at grades 1 and 2

The Role of Self-Regulation and Transcription Skills in Writing and Writing Development

The impact of supplemental handwriting and spelling instruction with first grade students who do not acquire transcription skills as rapidly as peers: a randomized control trial

Answering the challenge: SRSD instruction for close reading of text to write to persuade with 4th and 5th Grade students experiencing writing difficulties

Do Children With Reading Difficulties Experience Writing Difficulties? A Meta-Analysis

Do content revising goals change the revising behavior and story writing of fourth grade students at-risk for writing difficulties?

Illuminating growth and struggles using mixed methods: Practice-based professional development and coaching for differentiating SRSD instruction in writing

The roles of writing knowledge, motivation, strategic behaviors, and skills in predicting elementary students’ persuasive writing from source material

Teachers use of writing to support students’ learning in middle school: A national survey in the United States

Writing Motivation Questionnaire: Factorial and Construct Validity with Middle School Students

Do writing motivational beliefs predict middle school students' writing performance?

On the Measurement of Achievement Goals: Critique, Illustration, and Application

Disallowing Recommendations for Practice and Policy: a Proposal that Is Both Too Much and Too Little

Job Resources Boost Work Engagement, Particularly When Job Demands Are High

Dimensions of Teacher Self-Efficacy and Relations With Strain Factors, Perceived Collective Teacher Efficacy, and Teacher Burnout

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