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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
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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
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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
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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.
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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.
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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.
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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.
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
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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.
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.
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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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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
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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
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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.
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