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​Al Tanjung, M. F. (2021). Learning to write text of persuation using the circuit learning method in VII middle school students. JLER (Journal of Language Education Research), 4(2), 95-102.

Andrade, H. G., & Boulay, B. A. (2003). Role of rubric-referenced self-assessment in learning to write. The Journal of Educational Research, 97(1), 21-30.​​
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Andrade, H. L., Du, Y., & Mycek, K. (2010). Rubric‐referenced self‐assessment and middle school students’ writing. Assessment in Education: Principles, Policy & Practice, 17(2), 199-214.

Applebee, A. N., & Langer, J. A. (2011). " EJ" Extra: A Snapshot of Writing Instruction in Middle Schools and High Schools. The English Journal, 100(6), 14-27.

Applebee, A. N., Langer, J. A., Nystrand, M., & Gamoran, A. (2003). Discussion-based approaches to developing understanding: Classroom instruction and student performance in middle and high school English. American Educational Research Journal, 40(3), 685-730.
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Bennett, S. M., & Sanders, J. S. (2016). Research summary: Teaching historical literacy in the middle grades. Retrieved [date] from http://www.amle.org/Publications/ResearchSummary/TabId/622
/ArtMID/2112/ArticleID/767/Teaching-Historical-Literacy-in-the-Middle-Grades.aspx

Bowen, N. K., Wegmann, K. M., & Webber, K. C. (2013). Enhancing a brief writing intervention to combat stereotype threat among middle-school students. Journal of Educational Psychology, 105(2), 427.

Camping, A., Graham, S., Ng, C., Atiken, A., Wilson, J., & Wdowin, J. (2019). Writing motivational incentives of middle school emergent bilingual students. Journal of Second Language Writing. Manuscript submitted for publication.

Chen, V., Olson, C. B., & Chung, H. Q. (2020). Understanding Proficiency: Analyzing the Characteristics of Secondary Students’ On-Demand Analytical Essay Writing. The Journal of Writing Assessment, 13(1).

Cho, M., Kim, Y. S. G., & Olson, C. B. (2021). Does perspective taking matter for writing? Perspective taking in source-based analytical writing of secondary students. Reading and Writing, 1-21.
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Collins, P., Tate, T., Warschauer, M. (2019).  Technology as a lever for adolescent writing. Policy Insights from the Behavioral and Brain Sciences, (1)8.  DOI:  10.1177/2372732219836440

De La Paz, S. (2005). Effects of historical reasoning instruction and writing strategy mastery in culturally and academically diverse middle school classrooms. Journal of Educational Psychology, 97(2), 139.

De La Paz, S., & Graham, S. (2002). Explicitly teaching strategies, skills, and knowledge: Writing instruction in middle school classrooms. Journal of Educational Psychology, 94(4), 687.
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Dole, J. A., Nelson, E. T., Pahnke, A. L., & Rush, E. D. (2021). Upper Elementary and Middle School US Teachers’ Views of Grammar and Its Instruction. Reading Horizons: A Journal of Literacy and Language Arts, 60(3), 5.

Durukan, E. (2011). Effects of cooperative integrated reading and composition (CIRC) technique on reading-writing skills. Educational Research and Reviews, 6(1), 102-109.

Farleigh, G. C. (2021). Thinking outside the [text] box: The effects of multimodal literacy instruction on middle school social studies students’ content comprehension and analytical skills.

Ferretti, R. P., MacArthur, C. A., & Dowdy, N. S. (2000). The effects of an elaborated goal on the persuasive writing of students with learning disabilities and their normally achieving peers. Journal of Educational Psychology, 92(4), 694.

Fisher, D. (2003). Writing instruction for struggling adolescent readers: A gradual release model. Journal of Adolescent & Adult Literacy, 46(5), 396.

Gillies, R. M., & Khan, A. (2009). Promoting reasoned argumentation, problem‐solving and learning during small‐group work. Cambridge Journal of Education, 39(1), 7-27.

Graham, S., Bruch, J., Fitzgerald, J., Friedrich, L., Furgeson, J., Greene, K., Kim, J., Lyskawa, J., Olson, C.B., & Smither Wulsin, C. (2016). Teaching secondary students to write effectively (NCEE2017-4002). Washington, DC: National Center for Education Evaluation and Regional Assistance (NCEE). Institute of Education Sciences, U.S. Department of Education. Retrieved from the NCEE website: http://whatworks.ed.gov.

Graham, S., Capizzi, A., Harris, K. R., Hebert, M., & Morphy, P. (2014). Teaching writing to middle school students: A national survey. Reading and Writing, 27(6), 1015-1042.

Graham, S. & Hebert, M. "Writing to read: A meta-analysis of the impact of writing and writing instruction on reading." Harvard Educational Review 81.4 (2011): 710-744.

Graham, S., Hebert, M., Fishman, E., Ray, A. B., & Rouse, A. G. (2020). Do Children With Specific Language Impairment Have a Learning Disability in Writing? A Meta-Analysis. Journal of Learning Disabilities, 1–19. DOI: 10.1177/0022219420917338.

Grimes, D., & Warschauer, M. (2010). Utility in a fallible tool: A multi-site case study of automated writing evaluation. The Journal of Technology, Learning and Assessment, 8(6).

Gutshall, C. A., & McCall, J. D. (2021). The Kids are Alright: Middle-Level Students’ Perceptions of School during COVID-19. International Journal of Educational Studies, 4(3), 117-126.

Hurst, R. M. (2021). Middle School Teachers' Perception of Interactive Notebooks (Doctoral dissertation, Mississippi College). Chicago

Hynes, J. (2021). Teacher Perceptions of the Challenges of Instructing Middle School English Language Learners (Doctoral dissertation, Trident University International).

Johnson, T. S., Thompson, L., Smagorinsky, P., & Fry, P. G. (2003). Learning to teach the five-paragraph theme. Research in the Teaching of English, 136-176.

Kieffer, M. J., & Lesaux, N. K. (2012). Effects of academic language instruction on relational and syntactic aspects of morphological awareness for sixth graders from linguistically diverse backgrounds. The Elementary School Journal, 112(3), 519-545.

Krishnan, J., Black, R., & Olson, C. B. (2020) “The Power of Context: Exploring Teachers’ Formative Assessment for Online Collaborative Writing”. Reading and Writing Quarterly. https://doi.org/10.1080/10573569.2020.1764888.

Krishnan, J., Yim, S. & Wolters, A., & Cusimano, A. (2019). Supporting Online Synchronous Collaborative Writing in the Secondary Classroom. Journal of Adolescent & Adult Literacy. 10.1002/jaal.969.

Kuhn, D., & Crowell, A. (2011). Dialogic argumentation as a vehicle for developing young adolescents’ thinking. Psychological science, 22(4), 545-552.

Kuhn, D., Hemberger, L., & Khait, V. (2016). Tracing the development of argumentive writing in a discourse-rich context. Written Communication, 33(1), 92-121.

Lawrence, J. F., Galloway, E. P., Yim, S., & Lin, A. (2013). Learning to Write in Middle School?. Journal of Adolescent & Adult Literacy, 57(2), 151-161.

Linder, R. (2021). Promoting Self-Awareness and Social Awareness in Middle School Students Through Literature Featuring Diverse Characters. In Handbook of Research on Supporting Social and Emotional Development Through Literacy Education (pp. 112-133). IGI Global.
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Malavasic, J. T. (2019). Collaborative learning communities in middle school literacy education: Increasing student engagement with authentic literacy. Routledge.

Matuchniak, T., Olson, C. B., & Scarcella, R. (2014). Examining the text-based, on-demand, analytical writing of mainstreamed Latino English learners in a randomized field trial of the Pathway Project intervention. Reading and Writing, 27(6), 973-994.

McKeown, M. G., Crosson, A. C., Moore, D. W., & Beck, I. L. (2018). Word knowledge and comprehension effects of an academic vocabulary intervention for middle school students. American Educational Research Journal, 55(3), 572-616.

Midgette, E., Haria, P., & MacArthur, C. (2008). The effects of content and audience awareness goals for revision on the persuasive essays of fifth-and eighth-grade students. Reading and Writing, 21(1-2), 131-151.

Moore, S. L. (2021). " Whiteness is in the way of seeing:" Narrativizing Middle School Students' Intersectional Perceptions of Whiteness in Literacy Instruction.

Monroe, B. W., & Troia, G. A. (2006). Teaching writing strategies to middle school students with disabilities. The Journal of Educational Research, 100(1), 21-33.

Monte-Sano, C., De La Paz, S., & Felton, M. (2015). Teaching argument writing and “content” in diverse middle school history classrooms. Social Education, 79(4), 194-199.

Monte-Sano, C., De La Paz, S., Felton, M., Piantedosi, K. W., Yee, L. S., & Carey, R. L. (2017). Learning to teach disciplinary literacy across diverse eighth-grade history classrooms within a district-university partnership. Teacher Education Quarterly, 44(4), 98-124.

Morgan, W., & Beaumont, G. (2003). A dialogic approach to argumentation: Using a chat room to develop early adolescent students' argumentative writing. Journal of Adolescent & Adult Literacy, 47(2), 146.

Olson, C. B., & Land, R. (2007). A cognitive strategies approach to reading and writing instruction for English language learners in secondary school. Research in the Teaching of English, 269-303.

Olson, C. B., Matuchniak, T., Chung, H. Q., Stumpf, R., & Farkas, G. (2017). Reducing achievement gaps in academic writing for Latinos and English learners in Grades 7–12. Journal of Educational Psychology, 109(1), 1. 

Olson, C. B., Scarcella, R., & Matuchniak, T. (2015). English learners, writing, and the Common Core. The Elementary School Journal, 115(4), 570-592.

Pajares, F., Britner, S. L., & Valiante, G. (2000). Relation between achievement goals and self-beliefs of middle school students in writing and science. Contemporary educational psychology, 25(4), 406-422.

Pajares, F., Johnson, M. J., & Usher, E. L. (2007). Sources of writing self-efficacy beliefs of elementary, middle, and high school students. Research in the Teaching of English, 104-120.

Phillips Galloway, E., & Uccelli, P. (2019). Examining developmental relations between core academic language skills and reading comprehension for English learners and their peers. Journal of Educational Psychology, 111(1), 15.

Piazza, C. L., & Siebert, C. F. (2008). Development and validation of a writing dispositions scale for elementary and middle school students. The Journal of Educational Research, 101(5), 275-286.
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Polio, C. (2020). Can writing facilitate the development of grammatical competence?. Writing and Language Learning: Advancing research agendas, 56, 381.

Pytash, K. E., Morgan, D. N., & Testa, E. (2022). Learning in Practice: What Preservice Teachers Report Learning about Writing in a Middle School Role Based Field Experience. Literacy Research and Instruction, 1-22.

Sampson, V., Enderle, P., Grooms, J., & Witte, S. (2013). Writing to learn by learning to write during the school science laboratory: Helping middle and high school students develop argumentative writing skills as they learn core ideas. Science Education, 97(5), 643-670.

Siddek, N. A. J., & Ismail, H. H. (2021). Understanding Learners’ Difficulties In Narrative Writing Among Malaysian Primary Learners. Asian Journal of Research in Education and Social Sciences, 3(2), 244-255. Chicago

Sharan, N. N. (2021). Designing Virtual Reality Technologies for Students with ASD: Facilitating Social Interaction in Remote Education (Doctoral dissertation).
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Schmitt, D. (2020). Can writing facilitate the development of a richer vocabulary?. Writing and Language Learning: Advancing research agendas, 56, 357.
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Slater, W. H., & Horstman, F. R. (2002). Teaching reading and writing to struggling middle school and high school students: The case for reciprocal teaching. Preventing School Failure: Alternative Education for Children and Youth, 46(4), 163-166.

Snow, C. E., Lawrence, J. F., & White, C. (2009). Generating knowledge of academic language among urban middle school students. Journal of Research on Educational Effectiveness, 2(4), 325-344.

Stevens, R. J. (2003). Student team reading and writing: A cooperative learning approach to middle school literacy instruction. Educational Research and Evaluation, 9(2), 137-160.

Sturm, J. M., & Rankin‐Erickson, J. L. (2002). Effects of hand‐drawn and computer‐generated concept mapping on the expository writing of middle school students with learning disabilities. Learning Disabilities Research & Practice, 17(2), 124-139.

Tate, T. & Warschauer, M. (2018).  Going beyond “That was fun”:  Measuring writing motivation. Journal of Writing Analytics, 2, 257-279.

​​Tate, T., & Warschauer, M. (2019). Keypresses and mouse clicks: Analysis of the first national computer-based writing assessment.  Technology, Knowledge, and Learning.  DOI: 10.1007/s10758-019-09412-x.

Tate, T., Warschauer, M., & Abedi, J. (2016).  The effects of prior computer use on computer-based writing:  The 2011 NAEP Writing Assessment. Computers & Education, 101, 115-131. DOI 10.1016/j.compedu.2016.06.001.

Tate, T., Collins, P., Xu, Y., Yau, J., Krishnan, J., Prado, Y., Farkas, G., & Warschauer, M. (2019). Visual-syntactic text format:  Improving adolescent literacy, scientific studies of reading. DOI 10.1080/10888438.2018.156170.

Tate, T., Warschauer, M., & Kim, Y.-S. G. (2019).  Learning to compose digitally:  The effect of prior computer use and keyboard activity on NAEP writing. Reading & Writing.  DOI 10.1007/s11145-019-09940-z.
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Türkben, T. (2021). The effect of self-regulated strategy education on the writing skills of middle school students. International Journal of Education and Literacy Studies, 9(2), 52-65.

Vander Hart, N., & Power, M. (2021). Teaching writing strategies with tiered supports for middle school students with and without special needs: a case study. Preventing School Failure: Alternative Education for Children and Youth, 1-8.

Vettori, G., Vezzani, C., Bigozzi, L., & Pinto, G. (2021). Multidimensional profiles of learning orientations and school achievement: a person-oriented approach in middle-school students. European Journal of Psychology of Education, 1-20.

Witte, S. (2007). “That's online writing, not boring school writing”: Writing with blogs and the Talkback Project. Journal of Adolescent & Adult Literacy, 51(2), 92-96.

Xu, Y. Junior Middle School English Education and Teaching Practice Under the Micro-class Mode.
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Yeh, S. S. (1998). Empowering education: Teaching argumentative writing to cultural minority middle-school students. Research in the Teaching of English, 49-83.

Yeh, S. S. (1998). Validation of a scheme for assessing argumentative writing of middle school students. Assessing writing, 5(1), 123-150.

​Zheng, B., Lawrence, J., Warschauer, M., & Lin, C. H. (2015). Middle school students’ writing and feedback in a cloud-based classroom environment. Technology, Knowledge and Learning, 20(2), 201-229.