The Teachability and Effectiveness of Cognitive Self-Regulation in Sixth-Grade Writers.
By Mark C. Torrance, Raquel Fidalgo, J. García. 2007
140 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/4de8fb3c9d55f269d74de8842a0a9d15b3f069a6
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In Developmental and Educational Psychology
In Education
Citations in the corpus
- A Meta-Analysis of Writing Instruction for Students in the Elementary Grades. (2012, unknown): “…0.51 Troia & Graham (2002)a 4–5 SW 0.83 MacArthur et al. (1991) SRSD 4–6 SW 1.26 Anderson (1997)a SRSD 5 FR, SW 1.49 Sawyer et al. (1992) SRSD 5–6 SW 0.63 Torrance et al. (2007) SRSD 6 FR 3.19 Fitzgerald & Markham (1987)a 6 FR 0.31 Welch (1992) 6 SW 1.72 Wong et al. (2008) SRSD 6 AVG 0.64 Adding…”
- Teaching planning or sentence-combining strategies: Effective SRSD interventions at different levels of written composition (2013, background): “Nonetheless, there is strong evidence that teaching strategies to plan ahead of writing is an effective way to promote young students’ writing performance (Glaser & Brunstein, 2007; Graham, Harris, & Mason, 2005; Harris, Graham, & Mason, 2006; Torrance et al., 2007; Wong, Hoskyn, Jai, Ellis, & Watso”