Self-Regulated Strategy Development in Writing: Premises, Evolution and the Future

By K. Harris, Steve Graham. 2009

172 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/10c7e91f8b638b5cf03093f0ea426a427d951cbc

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

In Education

Citations in the corpus

The role of metacognitive knowledge and regulation in mediating university EFL learners’ writing performance (2020, background): “Later studies revealed a connection between metacognitive capacities and enhanced writing skills (Harris and Graham 2009; Teng 2016).”
Modeling Writing Development: Contribution of Transcription and Self-Regulation to Portuguese Students' Text Generation Quality (2013, background): “It has been widely demonstrated that teaching self-regulatory strategies builds self-efficacy and enhances writing quality (see Harris & Graham, 2009, for further discussion).”
The impact of promoting transcription on early text production: Effects on bursts and pauses, levels of written language, and writing performance. (2016, unknown): “The implementation of the three interventions followed key principles of explicit instruction (Archer & Hughes, 2011; Harris & Graham, 2009).”
Teaching planning or sentence-combining strategies: Effective SRSD interventions at different levels of written composition (2013, methodology): “In line with the SRSD model (Harris & Graham, 1996, 2009), students were taught a writing strategy in tandem with self-regulation procedures.”
The Effects of Cognitive Strategy Instruction on Knowledge of Math Problem-Solving Processes of Middle School Students With Learning Disabilities (2013, methodology): “CSI utilizes components of explicit instruction such as modeling, verbal rehearsal, and scaffolded instruction to help students memorize, apply, and internalize a cognitive routine to improve performance (Harris & Graham, 2009; Krawec & Montague, 2012; Montague & Dietz, 2009; Swanson, 1999).”
Self-Regulated Strategy Development in Writing (2016, background): “In addition to basic skills, students must also develop understandings about the writing process, genre knowledge, and strategies for writing and self-regulating the writing process (Graham, 2006; Harris & Graham, 2009).”
Concurrent and longitudinal neuropsychological contributors to written language expression in first and second grade students (2011, background): “…the initial findings related to the self-regulation components of the writing process (Graham, 1997; Graham & Harris, 2000; Graham & Harris, 2009; Harris & Graham, 2009), with their empirically based findings being manifested in programmatic treatment strategies (i.e., Self-Regulated Strategy…”
Argumentative writing: theory, assessment, and instruction (2019, background): “The fifth century BC is seminal in the development of argumentation and human rationality because we see for the first time the construction of a written meta-representational system designed to formalize principles of reasonable argumentation (Harris, 2009).”
Teaching Writing in Primary Education: Classroom Practice, Time, Teachers’ Beliefs and Skills (2018, background): “Modeling the strategy is a distinctive and key element in writing strategy instruction (see, e.g., Fidalgo, Torrance, Rijlaarsdam, Van den Bergh, & Lourdes Álvarez, 2015; Harris & Graham, 2009).”