COGNITIVE MODELS OF WRITING: WRITING PROFICIENCY AS A COMPLEX INTEGRATED SKILL

By Paul Deane, Nora V. Odendahl, T. Quinlan, Mary E. Fowles, C. Welsh, Jennifer Bivens-Tatum. 2008

199 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/3bd151734866f0a5146e1311d8610c5099a661f8

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

1. Shawn Kent
2. Jeanne Wanzek
3. R. Bennett
4. S. Sireci
5. S. Vaughn

In Education

1. Shawn Kent
2. Jeanne Wanzek
3. R. Bennett
4. S. Sireci
5. S. Vaughn
6. I. Clark
7. Torulf Palm
8. C. Andersson

In Language and Linguistics

1. Shawn Kent
2. Jeanne Wanzek
3. R. Bennett

Citations in the corpus

• Cognitively Based Assessment of, for, and as Learning (CBAL): A Preliminary Theory of Action for Summative and Formative Assessment (2010, methodology): “Also, early formulations of some portions of the theory have been published in research reports and book chapters (e.g., Bennett & Gitomer, 2009; Deane et al., 2008; Graf, 2009; Graf et al., 2009; O’Reilly & Sheehan, 2009a; O’Reilly & Sheehan, 2009b; Sheehan & O’Reilly, in press; Underwood,…”
• The Relationship Between Component Skills and Writing Quality and Production Across Developmental Levels (2016, background): “593 older students during self-monitoring of writing (Deane et al., 2008; Hayes, 1996; McCutchen et al., 1997), and similarly, the integration of reading and writing instruction has been advocated as providing practice across both domains (Abbott et al.”