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Adams, V. A. (1971). A study of the effects of two methods of teaching composition to twelfth graders. University of Illinois, Champaign-Urbana, Illinois.

Albuquerque-Matos, F. (2018). Argumentative writing as a collaborative activity. Columbia university, New York City, New York.

Allen, L. K., Crossley, S. A., Snow, E. L., & McNamara, D. S. (2014). L2 writing practice: Game enjoyment as a key to engagement. Language Learning & Technology, 18(2), 124-150.

Allen, L. K., Likens, A. D. & McNamara, D. S. (2019). Writing flexibility in argumentative essays: A multidimensional analysis. Reading and Writing, 32, 1607–1634. https://doi.org/10.1007/s11145-018-9921-y

Andrade, H. G., & Boulay, B. A. (2003). Role of rubric-referenced self-assessment in learning to write. Journal of Educational Research, 97(1), 21–30. https://doi.org/10.1080/00220670309596625

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. https://doi.org/10.3102/00028312040003685

Ashrafiany, H. F., Lihawa, K., & Basalama, N. (2021). Minimizing students' difficulties in writing essay through cognitive process, International Journal of Education and Social Science Research (IJESSR), 4(6): 63-76.

Bahr, C. M., Nelson, N. W., & van Meter, A. M. (1996). The effects of text-based and graphics-based software tools on planning and organizing of stories. Journal of Learning Disabilities, 29(4), 355–370. https://doi.org/10.1177/002221949602900404

Bair, R. J. (1990). The effects of word processing on the writing output of emotionally disturbed students. University of South Florida, St. Petersburg, Florida.

Baird, K. L. (1981). Self efficacy, attribution and student performance. Stanford University, Ann Arbor, Michigan.

Barton, H. (2018). Writing, collaborating, and cultivating: building writing self-efficacy and skills through a student-centric, student-led writing center. Kennesaw State University, Kennesaw, Georgia.

Bean, T. W., & Steenwyk, F. L. (1984). The effect of three forms of summarization instruction on sixth graders’ summary writing and comprehension. Journal of Literacy Research, 16(4), 297–306. https://doi.org/10.1080/10862968409547523

Benson, N. (1979). The effects of peer feedback during the writing process on writing performance, revision behavior and attitude toward writing. University of Colorado, Boulder, Colorado.

Benton, S., Glover, J., & Plake, B. (1984). Employing adjunct aids to facilitate elaboration in writing. Research in the Teaching of English, 18(2), 189–200. https://www.jstor.org/stable/40170988

Berman, R. (1994). Learners’ transfer of writing skills between languages. TESL Canada Journal, 12(1), 29. https://doi.org/10.18806/tesl.v12i1.642

Blair, R. B. (2003). The effects of story webbing and visual thinking on the written language performance of students with mild disabilities. The University of Oklahoma, Norman, Oklahoma.

Bouwer, R., Koster, M., & van den Bergh, H. (2018). Effects of a strategy-focused instructional program on the writing quality of upper elementary students in the Netherlands. Journal of Educational Psychology, 110(1), 58–71. https://doi.org/10.1037/edu0000206

Boykin, A., Evmenova, A. S., Regan, K., & Mastropieri, M. (2019). The impact of a computer-based graphic organizer with embedded self-regulated learning strategies on the argumentative writing of students in inclusive cross-curricula settings. Computers and Education, 137(March), 78–90. https://doi.org/10.1016/j.compedu.2019.03.008

Boyle, J., & Hindman, A. (2015). Scaffolding the persuasive writing of middle school students. Middle Grades Research Journal, 10(3), 43–59. https://doi.org/10.1080/00220973.1989.10806515

Braaksma, M. A. H., Rijlaarsdam, G., & van den Bergh, H. (2002). Observational learning and the effects of model-observer similarity. Journal of Educational Psychology, 94(2), 405–415. https://doi.org/10.1037/0022-0663.94.2.405

Braaksma, M. A. H., Rijlaarsdam, G., Couzijn, M., & van den Bergh, H. (2002). Learning to compose hypertext and linear text : Transfer or interference ? In R. Bromme & E. Stahl (Eds.), Writing hypertext and learning: Conceptual and empirical approaches (pp.15–37). London: Pergamon.

Braaksma, M. A. H., Rijlaarsdam, G., van den Bergh, H., & van Hout-Wolters, B. H. A. M. (2006). What observational learning entails: A multiple case study. L1 Educational Studies in Language and Literature, 6(1), 31–62. https://doi.org/10.17239/L1ESLL-2006.06.01.05

Braaksma, M. A. H., Rijlaarsdam G., & van den Bergh, H. (2018). Effects of hypertext writing and observational learning on content knowledge acquisition, self-efficacy, and text quality: Two experimental studies exploring aptitude treatment interactions. Journal of Writing Research, 9(3), 259–300. https://doi.org/10.17239/jowr-2018.09.03.02

Braaksma, M. A. H., Rijlaarsdam G., van den Bergh, H., & van Hout-Wolters B. H. A. M. (2004). Observational learning and its effects on the orchestration of writing processes. Cognition and Instruction, 22(1), 1–36. https://doi.org/10.1207/s1532690Xci2201_1

Braaksma, M. A. H. (2002). Observational learning in argumentative writing. University of Amsterdam. Amsterdam, Netherlands.

Brakel, V. L. (1990). The revising processes of sixth-grade writers with and without peer feedback. Journal of Educational Research, 84(1), 22–29. https://doi.org/10.1080/00220671.1990.10885987

Bratcher, S., & Stroble, E. (1994). Determining the progression from comfort to confidence: A longitudinal evaluation of a National Writing Project site based on multiple data sources. Research in the Teaching of English, 28(1), 66–88. Retrieved July 1, 2020, from www.jstor.org/stable/40171325.

Bruinsma, C., & Nieuwenhuis, C. W. (1996, October). Effective Teaching Writing for the Elementary School An Empirical Study to detect the Effects of a Training Program. Paper presented at the European Writing Conferences, Barcelona, Spain.

Bryson, M., & Scardamalia, M. (1996). Fostering reflectivity in the argumentive thinking of students with different learning histories. Reading and Writing Quarterly, 12(4), 351–384. https://doi.org/10.1080/1057356960120402

Bui, G., & Kong, A. (2019). Metacognitive instruction for peer review interaction in L2 writing. Journal of Writing Research, 11(2), 357–392. DOI: 10.17239/jowr-2019.11.02.05.

Bulgren, J. A., Marquis, J. G., Lenz, B. K., Schumaker, J. B., & Deshler, D. D. (2009). Effectiveness of question exploration to enhance students’ written expression of content knowledge and comprehension. Reading and Writing Quarterly, 25(4), 271–289. https://doi.org/10.1080/10573560903120813

Burks, B. A., Haley, E., & Kraska, M. F. Pre-Service Teachers’ Apprehension and Attitudes about Writing.
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Buyuktas Kara, M., van Steendam, E., Rijlaarsdam, G., & Kuru, H. (2018). The Effect of two modes of strategy instruction: Modeling vs. presentational. International Online Journal of Education and Teaching, 5(2), 460–495. https://doi.org/iojet.org/index.php/IOJET/article/view/313/247

Caban, J. P., Hambleton, R. K., Coffing, D. G., Conway, M. T., & Swaminathan, H. (1978). Mental imagery as an approach to spelling instruction. Journal of Experimental Education, 46(3), 15-21. https://doi.org/10.1080/00220973.1978.11011626

Caccamise, D., Franzke, M., Eckhoff, A., Kintsch, E., & Kintsch, W. (2015). Guided practice in technology-based summary writing. In D. S. McNamara (Ed.), Reading comprehension strategies: Theory, interventions, and technologies (pp. 375–396). Mahwah, NJ: Erlbaum.

Calhoon, M. B., Sandow, A., & Hunter, C. V. (2010). Reorganizing the instructional reading components: Could there be a better way to design remedial reading programs to maximize middle school students with reading disabilities’ response to treatment? Annals of Dyslexia, 60(1), 57–85. https://doi.org/10.1007/s11881-009-0033-x

Camacho, A., Alves, R. A., De Smedt, F., Van Keer, H., & Boscolo, P. (2021). Relations among motivation, behaviour, and performance in writing: A multiple‐group structural equation modeling study. British Journal of Educational Psychology, e12430.
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Campos, A., & Peach, R. (2006). The impact of the New York City Writing Project: Teacher and student outcomes of a professional development model for improving the teaching of writing. New York City Writing Project.

Caplan, R., & Keech, C. (1980). Show-writing: A training program to help students be specific. Collaborative research study, no. 2. Berkley, CA: Bay Area Writing Project.
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Carrillo Quintero, P. A. (2020). Promoting writing skills on EFL fifth graders through children poetry.

Carlson, P., & Miller, T. (1996). Beyond word processing: Using an interactive learning environment to teach writing (Report No. AL/-HR-TR-1996-0090). Brooks AFB, TX: Technical Report of the Human Resources Directorate, Technical Training Division.
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Carvalho, J. B. (2002). Developing audience awareness in writing. Journal of Research in Reading, 25(3), 271–282.  https://doi.org/10.1111/1467-9817.00175

Cetin, P. S., Eymur, G., Southerland, S. A., Walker, J., & Whittington, K. (2018). Exploring the effectiveness of engagement in a broad range of disciplinary practices on learning of Turkish high-school chemistry students. International Journal of Science Education, 40(5), 473–497. https://doi.org/10.1080/09500693.2018.1432914

Chan, J. C. Y., & Lam, S. F. (2008). Effects of competition on students’ self-efficacy in vicarious learning. British Journal of Educational Psychology, 78(1), 95–108. https://doi.org/10.1348/000709907X185509

Cheung, C. C. (1996). A comparison of the effects of two approaches: Classwide peer tutoring & classwide peer tutoring without reinforcement on the spelling performance in integrated science (Master’s thesis). The University of Hong Kong, Hong Kong, China.

Ching, K. L. (2018). Tools matter: Mediated writing activity in alternative digital environments. Written Communication, 35(3), 344–375. https://doi.org/10.1177/0741088318773741

Christensen, C. A. (2005). The role of orthographic-motor integration in the production of creative and well-structured written text for students in secondary school. Educational Psychology, 25(5), 441–453. https://doi.org/10.1080/01443410500042076

Cirello, V. J. (1986). The effect of word processing on the writing abilities of tenth grade remedial writing students. New York University, New York, New York.

Claybaugh, A. L. (1960). A study of the effects of the oral and visual presentation of spelling words in the syllabic form as a means of improving achievement in sixth grade spelling. Colorado State College, Greeley, Colorado.

Clifford, J. (1981). Composing in stages: The effects of a collaborative pedagogy. Research in the Teaching of English,15(1), 37–53. https://www.jstor.org/stable/40170868

Collins, J. L., Lee, J., Fox, J. D., & Madigan, T. P. (2017). Bringing together reading and writing: An experimental study of writing intensive reading comprehension in low‐performing urban elementary schools. Reading Research Quarterly, 52(3), 311–332. https://doi.org/10.1002/rrq.175

​Combs, W. E. (1976). Further effects of sentence-combining practice on writing ability. Research in the Teaching of English, 10(2), 137–149. https://www.jstor.org/stable/40170702

Combs, W. E. (1977). Sentence-combining practice: Do gains in judgments of writing “quality” persist? Journal of Educational Research, 70(6), 318–321. https://doi.org/10.1080/00220671.1977.10885014

Couzijn, M., & Rijlaarsdam, G. (2005). Learning to read and write argumentative text by observation of peer learners. In G.

​Couzijn, M., & Rijlaarsdam, G. (2005). Learning to write instructive texts by reader observation and written feedback. In Rijlaarsdam G., van den Bergh H., Couzijn M. (Eds), Effective learning and teaching of writing (pp. 209–240). Springer, Dordrecht.

Couzijn, M. (1999). Learning to write by observation of writing and reading processes: Effects on learning and transfer. Learning and Instruction, 9(2), 109–142. https://doi.org/10.1016/S0959-4752(98)00040-1

Covill, A. E. (1996). Students’ revision practices and attitudes in response to surface-related feedback as compared to content-related feedback on their writing. University of Washington, Seattle, Washington.

Crasnich, S., & Lumbell, L. (2005). Improving argumentative writing by fostering argumentative speech. In G. Rijlaarsdam, H. van den Bergh, & M. Couzijn (Eds.), Effective learning and teaching of writing (pp. 181–196). Springer, Dordrecht.

Crehan, K. D., and Curfman, M. (2003). Effect on performance of timely feedback on state writing assessments. Psychological Reports, 92(3), 1015–1021. https://doi.org/10.2466/pr0.2003.92.3.1015

Cremin, T. Myhill, D. Eyres, I. Nash, T. Oliver, L. and Wilson, A. (2020). Teachers as Writers: Learning Together with Others. Literacy, 54(2), 49-59. https://doi.org/10.1111/lit.12201

Crossley, S. A., Roscoe, R. D., & McNamara, D. S. (2013). Using automatic scoring models to detect changes in student writing in an intelligent tutoring system. In C. Boonthum-Denecke & G. M. Youngblood (Eds.), Proceedings of the 26th International Florida Artificial Intelligence Research Society (FLAIRS) Conference (pp. 208-213). Menlo Park, CA: The AAAI Press.

Crossley, S. A., Varner (Allen), L. K., Roscoe, R. D., & McNamara, D. S. (2013). Using automated cohesion indices as a measure of writing growth in intelligent tutoring systems and automated essay writing systems. In K. Yacef et al. (Eds.), Proceedings of the 16th International Conference on Artificial Intelligence in Education (AIED), (pp. 269-278). Heidelberg, Berlin: Springer.

Crosson, A. C., McKeown, M. G., Moore, D. W. & Ye, F. (2019). Extending the bounds of morphology instruction: Teaching Latin roots facilitates academic word learning for English Learner adolescents. Reading and Writing, 32, 689–727. https://doi.org/10.1007/s11145-018-9885-y

Crowhurst, M., & Crowhurst, M. (1990). Reading/Writing relationships: An intervention study. Canadian Journal of Education, 15(2), 155–172. https://doi.org/10.2307/1495373

Crowhurst, M., & Piche, G. (1979). Audience and mode of discourse effects on syntactic complexity in writing at two grade levels. Research in the Teaching of English, 13(2), 101–109. https://www.jstor.org/stable/40170746

Crowhurst, M. (1991). Interrelationships between reading and writing persuasive discourse. Research in the Teaching of English, 25(3), 314–338. Retrieved from www.jstor.org/stable/40171415

Cuenca-Sanchez, Y., Mastropieri, M. A., Scruggs, T. E., & Kidd, J. K. (2012). Teaching students with emotional and behavioral disorders to self-advocate through persuasive writing. Exceptionality, 20(2), 71–93. https://doi.org/10.1080/09362835.2012.669291

Curcic, S. (2009). Students with learning disabilities and the world wide web: Teaching information problem solving to improve expository report writing. Michigan State University, East Lansing, Michigan.

Dailey, E. M. (1992). The relative efficacy of cooperative learning versus individualized learning on the written performance of adolescent students with writing problems. Johns Hopkins University, Baltimore, Maryland.

Dalton, D. W., & Hannafin, M. J. (1987). The effects of word processing on written composition. Journal of Educational Research, 80(6), 338–342. https://doi.org/10.1080/00220671.1987.10885779

De Backer, L., Van Keer, H., & Valcke, M. (2020). Collaborative learning groups’ adoption of shared metacognitive regulation: examining the impact of structuring versus reflection-provoking support and its relation with group performance. European Journal of Psychology of Education, 1-20.

de la Luz Reyes, M. (1991). A process approach to literacy using dialogue journals and literature logs with second language learners. Research in the Teaching of English, 25(3), 291–313. https://www.jstor.com/stable/40171414

de la Paz, S., & Felton, M. K. (2010). Reading and writing from multiple source documents in history: Effects of strategy instruction with low to average high school writers. Contemporary Educational Psychology, 35(3), 174–192. https://doi.org/10.1016/j.cedpsych.2010.03.001

de la Paz, S., & Graham, S. (1997). Effects of dictation and advanced planning instruction on the composing of students with writing and learning problems. Journal of Educational Psychology, 89(2), 203–222. https://doi.org/10.1037/0022-0663.89.2.203

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), 687–698. https://doi.org/10.1037/0022-0663.94.4.687

de la Paz, S., Felton, M., Monte-Sano, C., Croninger, R., Jackson, C., Deogracias, J. S., & Hoffman, B. P. (2014). Developing historical reading and writing with adolescent readers: Effects on student learning. Theory and Research in Social Education, 42(2), 228–274. https://doi.org/10.1080/00933104.2014.908754

de la Paz, S., Monte-Sano, C., Felton, M., Croninger, R., Jackson, C., & Piantedosi, K. W. (2017). A historical writing apprenticeship for adolescents: Integrating disciplinary learning with cognitive strategies. Reading Research Quarterly, 52(1), 31–52. https://doi.org/10.1002/rrq.147

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), 139–156. https://doi.org/10.1037/0022-0663.97.2.139

Denner, P. R., & McGinley, W. J. (1992). Effects of prereading activities on junior high students' recall. The Journal of Educational Research, 86(1), 11–19. https://doi.org/10.1080/00220671.1992.9941822

​de Smedt, F., & van Keer, H. (2018). Fostering writing in upper primary grades: A study into the distinct and combined impact of explicit instruction and peer assistance. Reading and Writing, 31, 325–354. https://doi.org/10.1007/s11145-017-9787-4

de Smedt, F., Graham, S., & van Keer H. (2019). The bright and dark side of writing motivation: Effects of explicit instruction and peer assistance. The Journal of Educational Research, 112(2), 152–167. https://doi.org/10.1080/00220671.2018.1461598

Diaz, I. (2010). The effect of morphological instruction in improving the spelling, vocabulary, and reading comprehension of high school English Language Learners (ELLs). Trident University International, Cypress, California.

Dinnes, C. (2020). EmPOWER: An Adaptable Writing Intervention.

Di Sano, S., La Caprara, K., Rosa, A., Raine, R. B., & McNamara, D. S. (2012). Learning to write persuasive essays: A preliminary study on the effectiveness of an intelligent tutorial system with high school students. In C. Gelati, B. Arfe, & L. Mason (Eds.), Issues in writing research (pp. 214-220). Padua: CLEUP.

​Dobbs, C. L., & Kearns, D. (2016). Using new vocabulary in writing: Exploring how word and learner characteristics relate to the likelihood that writers use newly taught vocabulary. Reading and Writing, 29, 1817–1843. https://doi.org/10.1007/s11145-016-9654-8

Dolan, L., & Caroselli, M. (1982). Parent involvement as a means to improve writing skills in the secondary schools. Research in the Teaching of English, 16(3), 288–294. https://www.jstor.org/stable/40170906

Doolan, S. M. (2021). An exploratory analysis of source integration in post-secondary L1 and L2 source-based writing. English for Specific Purposes, 62, 128-141.

​Duijinhouwer, H., Prins, F. J., & Stokking, K. M. (2012). Feedback providing improvement strategies and reflection on feedback use: Effects on students’ writing motivation, process, and performance. Learning and Instruction, 22(3), 171–184. https://doi.org/10.1016/j.learninstruc.2011.10.003

Duin, A., & Graves, M. (1987). Intensive vocabulary instruction as a prewriting technique. Reading Research Quarterly, 22(3), 311–330. https://doi.org/10.2307/747971

Duke, B. L. (2004). The influence of using cognitive strategy instruction through writing rubrics on high school students’ writing self-efficacy, achievement goal orientation, perceptions of classroom goal structures, self-regulation, and writing achievement. University of Oklahoma, Norman, Oklahoma.

Dunn, B., & Reay, D. (1989). Word processing and the keyboard: Comparative effects of transcription on achievement. The Journal of Educational Research, 82(4), 237–245. https://doi.org/10.1080/00220671.1989.10885899

Dybdahl, C., Shaw, D., & Blahous, E. (1997). Computers in the schools : Interdisciplinary journal of practice , theory, and applied resolving teachers’ concerns about microcomputer technology. Computers in Schools, 13(3–4), 41–53. https://doi.org/10.1300/J025v13n03

Eads, V. A. (1989). A study of the effects of teacher training in writing on students’ writing abilities. Baylor University, Waco, Texas.

Eagleton, C. J. (1973). Reciprocal effects of eleventh-graders and twelfth graders as tutors to sixth-graders in reading, written expression, and attitude modification. American University, Washington, D. C.

Early, J.S., & deCosta-Smith, M. (2011). Making a case for college: A genre-based college admission essay intervention for underserved high school students. Journal of Writing Research, 2(3), 299–329. DOI: 10.17239/jowr-2011.02.03.2

Early, J. S., & Saidy, C. (2014). A study of a multiple component feedback approach to substantive revision for secondary ELL and multilingual writers. Reading and Writing, 27, 995–1014. https://doi.org/10.1007/s11145-013-9483-y

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