Writing: importance, development, and instruction
By Steve Graham, Amy Gillespie, D. McKeown. 2013
258 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education, Literature and Literary Theory
View Paper: https://www.semanticscholar.org/paper/c9f408f01e8be7f04d96c0f785750d4018be2c4e
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
- K. Harris
- Steve Graham
- T. Santangelo
- Natalie G. Olinghouse
- Rui Alexandre Alves
- Teresa Limpo
- Patricia A. Alexander
- Richard E. Mayer
In Education
- K. Harris
- Steve Graham
- T. Santangelo
- Natalie G. Olinghouse
- Rui Alexandre Alves
- Teresa Limpo
- Patricia A. Alexander
- Richard E. Mayer
In Literature and Literary Theory
- K. Harris
- T. Santangelo
- Steve Graham
- Abdullah Şahin
- Rui Alexandre Alves
- R. Reid
- Teresa Limpo
- Torri Ortiz Lienemann
Citations in the corpus
- Research-Based Writing Practices and the Common Core (2015, background): “In six component-analysis studies (from Graham, 2006b; Graham & Harris, 2003; Graham, McKeown, et al., 2012, Graham et al., 2013; Graham & Perin, 2007a), we found that the inclusion of these two procedures in the strategy-instruction routine resulted in an increased average-weighted ES of 0.50 in…”
- Student, teacher and class-level correlates of Flemish late elementary school children’s writing performance (2016, unknown): “, planning, text production, and text revision) (Flower & Hayes, 1981; Graham et al., 2013; Graham & Harris, 2000).”