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

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.
​
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

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.
​
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.
​
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

Echevarria, J., Short, D., & Powers, K. (2006). School reform and standards-based education: A model for English-Language Learners. The Journal of Educational Research, 99(4), 195–211. https://doi.org/10.3200/JOER.99.4.195-211

​Eissa, M. A. (2009). The effectiveness of a program based on self-regulated strategy development on the writing skills of writing-disabled secondary school students. Electronic Journal of Research in Education Psychology, 7(17), 5–24. https://doi.org/10.25115/ejrep.v7i17.1316

​Elley, W. B., Barham, I. H., Lamn, H., & Wyllie, M. (1975). The role of grammar in a secondary English curriculum. Research in the Teaching of English, 10(1), 5–21. https://www.jstor.org/stable/40171384

Englert, C. S., Raphael, T. E., Anderson, L. M., Anthony, H. M., & Stevens, D. D. (1991). Making strategies and self-talk visible: Writing instruction in regular and special education classrooms. American Educational Research Journal, 28(2), 337–372. https://doi.org/10.3102/00028312028002337

Espinoza, S. F. (1992) . The effects of using a word processor containing grammar and spell checkers on the composition writing of sixth graders. Texas Tech University, Lubbock, Texas.

Evans, R., Venetozzi, R., Bundrick, M., & McWilliams, E. (1988). The effects of sentence-combining instructions on writing and on standardized test scores. The Journal of Educational Research, 82(1), 53–57. https://doi.org/10.1080/00220671.1988.10885865

Farrell, K. J. (1977). A comparison of three instructional approaches for teaching written composition to high school juniors: Teacher lecture, peer evaluation, and group tutoring. Boston University School of Education, Boston, Massachusetts.

Fernand, M. T. (2016). Effects of the question formulation technique on secondary students’ argument writing achievement scores. Western Connecticut State University, Danbury, Connecticut.

Ferretti, R. P., Lewis, W. E., & Andrews-Weckerly, S. (2009). Do goals affect the structure of students’ argumentative writing strategies? Journal of Educational Psychology, 101(3), 577–589. https://doi.org/10.1037/a0014702

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), 694–702. https://doi.org/10.1037/0022-0663.92.4.694

Festas, I., Oliveira, A. L., Rebelo, J. A., Damião, M. H., Harris, K., & Graham, S. (2015). Professional development in Self-Regulated Strategy Development: Effects on the writing performance of eighth grade Portuguese students. Contemporary Educational Psychology, 40, 17–27. https://doi.org/10.1016/j.cedpsych.2014.05.004

Fewell, D. H. (1985). Intrinsic motivation and learning strategies: A combined approach to educating learning disabled adolescents. University of North Carolina, Chapel Hill, North Carolina.

Fidalgo, R., Torrance, M., Rijlaarsdam, G., van den Bergh, H., & Lourdes Álvarez, M. (2015). Strategy-focused writing instruction: Just observing and reflecting on a model benefits 6th grade students. Contemporary Educational Psychology, 41, 37–50. https://doi.org/10.1016/j.cedpsych.2014.11.004

Fitzgerald, J., & Teasley, A. B. (1986). Effects of instruction in narrative structure on children's writing. Journal of Educational Psychology, 78(6), 424–432. https://doi.org/10.1037/0022-0663.78.6.424

Fitzgerald, J., Markham, L. R., Cognition, S., Taylor, P., & Markham, L. R. (2017). Teaching children about revision in writing. Cognition and Instruction, 4(1), 3–24. https://doi.org/10.1207/ s1532690xci0401_1

Fong, A. B., Finkelstein, N. D., Jaeger, L. M., Diaz, R., & Broek, M. (2015). Evaluation of the expository reading and writing course: Findings from the investing in innovation development grant. San Francisco, CA: WestEd. Retrieved from https://files.eric.ed.gov/fulltext/ED559522.pdf

Frank, A. R. (2008). The effect of instruction in orthographic conventions and morphological features on the reading fluency and comprehension skills of high school freshmen. The University of San Francisco, San Francisco, California.

Franzke, M., Kintsch, E., Caccamise, D., Johnson, N., & Dooley, S. (2005). Summary street®: Computer support for comprehension and writing. Journal of Educational Computing Research, 33(1), 53–80. https://doi.org/10.2190/DH8F-QJWM-J457-FQVB

Fulk, B. M. (1996). The effects of combined strategy and attribution training on LD adolescents’ spelling performance. Exceptionality, 6(1), 13–27. https://doi.org/10.1207/s15327035ex0601_2

Galbraith, J. (2014). The effect of self-regulation writing strategies and gender on writing self-efficacy and persuasive writing achievement for secondary students. Western Connecticut State University, Danbury, Connecticut.

Gallagher, H. A., Arshan, N., & Woodworth, K. (2017). Impact of the National Writing Project's College-Ready Writers Program in high-need rural districts. Journal of Research on Educational Effectiveness, 10(3), 570–595. https://doi.org/10.1080/19345747.2017.1300361

Gallagher, H. A., Woodworth, K. R., & Arshan, N. L. (2015). Impact of the National Writing Project’s College-Ready Writers Program on Teachers and Students. Menlo Park, CA: SRI International.

Gamelin, Y. M. A. (1996). The effects of Cognitive Strategy Instruction in Writing (CSIW) on the writing skills of severely learning-disabled students and their peers in an inclusive classroom. University of Saskatchewan, Saskatoon, SK, Canada.

Ganong, F. L. (1974). Teaching writing through the use of a program based on the work of Donald M. Murray. Boston University, Boston, Massachusetts.

García-Sánchez, J. N., & Fidalgo-Redondo, R. (2006). Effects of two types of self-regulatory instruction programs on students with learning disabilities in writing products, processes, and self-efficacy. Learning Disability Quarterly, 29(3), 181–211. https://doi.org/10.2307/30035506

Gauntlett, J. F. (1978). Project WRITE and its effect on the writing of high school students. Northern Arizona University, Flagstaff, Arizona.

Ghaffar, M. A., Khairallah, M., & Salloum, S. (2020). Co-constructed rubrics and assessment for learning: The impact on middle school students’ attitudes and writing skills. Assessing Writing, 45, 1075–2935. https://doi.org/10.1016/j.asw.2020.100468

Gielen, S., Peeters, E., Dochy, F., Onghena, P, & Struyven, K. (2010). Improving the effectiveness of peer feedback for learning. Learning and Instruction, 20(4), 304–315. https://doi.org/10.1016/j.learninstruc.2009.08.007

Girasoli, A. J.  (2016). Using digital stories and iPads to promote writing skills, writing self-efficacy, and motivation to write among 9th grade students. University of Connecticut Graduate School, Mansfield, Connecticut.

​Given, B. K., Wasserman, J. D., Chari, S. A., Beattie, K., & Eden, G. F. (2008). A randomized, controlled study of computer-based intervention in middle school struggling readers. Brain and Language, 106(2), 83–97. https://doi.org/10.1016/j.bandl.2007.12.001

Gordon, C. J., & Braun, C. (1986). Mental processes in reading and writing: A critical look at self-reports as supportive data. Journal of Educational Research, 79(5), 292–301. https://doi.org/10.1080/00220671.1986.10885694

Graham, S., & Harris, K. R. (1989). Components analysis of cognitive strategy instruction: Effects on learning disabled students' compositions and self-efficacy. Journal of Educational Psychology, 81(3), 353–361. https://doi.org/10.1037/0022-0663.81.3.353

Graham, S. (1990). The role of production factors in learning disabled students’ compositions. Journal of Educational Psychology, 82(4), 781–791. https://doi.org/10.1037/0022-0663.82.4.781

Graham, S. (1997). Executive control in the revising of students with learning and writing difficulties. Journal of Educational Psychology, 89(2), 223–234. https://doi.org/10.1037/0022-0663.89.2.223

Grejda, G. F., & Hannafin, M. J. (1992). Effects of word processing on sixth graders’ holistic writing and revisions. Journal of Educational Research, 85(3), 144–149. https://doi.org/10.1080/00220671.1992.9944430

Griva, E., & Anastasiou, D. (2009). Morphological strategies training: The effectiveness and feasibility of morphological strategies training for students of English as a foreign language with and without spelling difficulties. Journal of Writing Research, 3(1), 199-223. https://doi.org/10.17239/jowr-2009.01.03.2

Groenendijk, T., Janssen, T., Rijlaarsdam, G., & Van den Bergh, H. (2013). Learning to be creative. The effects of observational learning on students’ design products and processes. Learning and Instruction, 28, 35–47. https://doi.org/10.1016/j.learninstruc.2013.05.001

Groenendijk, T., Janssen, T., Rijlaarsdam, G., & van den Bergh, H. (2013). The effect of observational learning on students’ performance, processes, and motivation in two creative domains. British Journal of Educational Psychology, 83(1), 3–28. https://doi.org/10.1111/j.2044-8279.2011.02052.x

Haas, C. (1989). How the writing medium shapes the writing process: Effects of word processing on planning. Research in the Teaching of English, 23(2), 181–207. https://www.jstor.org/stable/40171409

Hagerman, M. S. (2014). Disruptive promise: The links intervention and its impact on multiple, multimodal, Internet text integration. Michigan State University, East Lansing, Michigan

Hagler, W. J. (1993). The effects of the word processor on the revision behaviors of sixth grade students. Auburn University, Auburn, Alabama.

Hall, C., Capin, P., Vaughn, S., Gillam, S. L., Wada, R., Fall, A. M., ... & Gillam, R. B. (2021). Narrative Instruction in Elementary Classrooms: An Observation Study. the elementary school journal, 121(3), 000-000.

Hammann, L. A., & Stevens, R. J. (2003). Instructional approaches to improving students' writing of compare-contrast essays: An experimental study. Journal of Literacy Research, 35(2), 731–756. https://doi.org/10.1207/s15548430jlr3502_3

Hare, V., & Borchardt, K. (1984). Direct instruction of summarization skills. Reading Research Quarterly, 20(1), 62–78. https://doi.org/10.2307/747652

Hayes, B. L. (1984). The effects of implementing process writing into a seventh grade English curriculum. Delta State University, Cleveland, Mississippi.

Head, B. B. (2000). Revision instruction and quality of writing by eighth grade students using paper and pencil or word processing. Oakland University, Rochester, Michigan.

Held, J. (1969). Teaching punctuation in the ninth grade by means of intonation cues. Research in the Teaching of English,3(2), 196–208. https://www.jstor.org/stable/40170492

Hebert, M., Bohaty, J. J., Nelson, J. R., & Roehling, J. V. (2018). Writing informational text using provided information and text structures: An intervention for upper elementary struggling writers. Reading and Writing, 31(9), 2165-2190.
​
Hidi, S., Berndorff, D., & Ainley, M. (2002). Children's argument writing, interest and self-efficacy: An intervention study. Learning and Instruction, 12(4), 429–446. https://doi.org/10.1016/S0959-4752(01)00009-3

Hill, B. G. (1990). A comparison of the writing quality of paired and unpaired students composing at the computer. University of Texas, Austin, Texas.

Hillocks, G., Jr. (1982). The interaction of instruction, teacher comment, and revision in teaching the composing process. Research in the Teaching of English, 16(3), 261–278. Retrieved from https://www.jstor.org/stable/40170903

Hillocks, G., Kahn, E., & Johannessen, L. (1983). Teaching defining strategies as a mode of inquiry: Some effects on student writing. Research in the Teaching of English, 17(3), 275–284. Retrieved from https://www.jstor.org/stable/40170959

Hillocks, G. (1979). The effects of observational activities on student writing. Research in the Teaching of English, 13(1), 23–35. http://www.jstor.org.emedien.ub.uni-muenchen.de/stable/40170676

Hisgen, S., Barwasser, A, Wellmann, T., & Grünke, M. (2020). The effects of a multicomponent strategy instruction on the argumentative writing performance of low-achieving secondary students. Learning Disabilities: A Contemporary Journal, 18(1), 93–110. https://www.researchgate.net/publication/343239813

Holliway, D., & McCutchen, D. (2004). Audience perspective in young writers’ composing and revising. In L. Allal, L. Chanquoy, and P. Largy (Eds.), Revision: Cognitive and instructional processes (pp. 87–101). Boston, MA: Kluwer.

Holman, L. D. (2011). Automated writing evaluation program’s effects on student writing achievement. Tennessee State University, Nashville, Tennessee.

Hoogeveen, M., & van Gelderen, A. (2018). Writing with peer response using different types of genre knowledge: Effects on linguistic features and revisions of sixth-grade writers. The Journal of Educational Research, 111(1), 66–80. https://doi.org/10.1080/00220671.2016.1190913

Hoogeveen, M. (2013). Writing with peer response using genre knowledge. SLO: Enschede.

Horn, P. L. (1985). Spelling in written context: An evaluation of instructional emphasis on student achievement. Northern Arizona University, Flagstaff, Arizona.

Horn, T. D. (1947). The effect of a syllabic presentation of words upon learning to spell (Doctoral dissertation). The University of Iowa, Iowa City, Iowa

Howie, S. M. H. (1979). A study: The effects of sentence combining practice on the writing ability and reading level of ninth grade students. University of Colorado, Boulder, Colorado.

Huang, H-L., Hwang, G-J., & Chang, C-Y. (2020). Learning to be a writer: A spherical video-based virtual reality approach to supporting descriptive article writing in high school Chinese courses. British Journal of Educational Technology, 51(4), 1386–1405. https://doi.org/10.1111/bjet.12893  

Hübner, S., Nückles, M., & Renkl, A. (2010). Writing learning journals: Instructional support to overcome learning-strategy deficits. Learning and Instruction, 20(1), 18–29. https://doi.org/10.1016/j.learninstruc.2008.12.001

Iordanou, K., & Constantinou, C. P. (2015). Supporting use of evidence in argumentation through practice in argumentation and reflection in the context of SOCRATES learning environment. Science Education, 99(2), 282–311. https://doi.org/10.1002/sce.21152

Iordanou, K., & Kuhn, D. (2020). Contemplating the opposition: Does a personal touch matter? Discourse Processes, 57(4), 343–359. https://doi.org/10.1080/0163853X.2019.1701918

Iordanou, K., Kuhn, D., Matos, F., Shi, Y., & Hemberger, L. (2019). Learning by arguing. Learning and Instruction, 63(May), 1–10. https://doi.org/10.1016/j.learninstruc.2019.05.004

Iordanou, K. (2010). Developing argument skills across scientific and social domains. Journal of Cognition and Development, 11(3), 293–327. https://doi.org/10.1080/15248372.2010.485335

Iordanou, K. Supporting strategic and meta-strategic development of argument skill: The role of reflection. Manuscript under review.

Ivey, G., & Broaddus, K. (2007). A formative experiment investigating literacy engagement among adolescent Latina/o students just beginning to read, write, and speak English. Reading Research Quarterly, 42(4), 512–545. https://doi.org/10.1598/RRQ.42.4.4 

Jolly, D. V. (1988). Effects of word processing, synthesized word processing, and collaborative freewriting on the written language of learning disabled students. Southern Illinois University at Edwardsville, Edwardsville, IL. 

Jones, S., Myhill, D., & Bailey, T. (2013). Grammar for writing? An investigation of the effects of contextualised grammar teaching on students’ writing. Reading and Writing, 26(8), 1241-1263. https://doi.org/10.1007/s11145-012-9416-1

Joram, E., Woodruff, E., Bryson, M., & Lindsay, P. (1992). The effects of revising with a word processor on written composition. Research in the Teaching of English, 26(2), 167–193. https://www.jstor.org/stable/40171302

Karda, T. P. (2003). Effects of writing instruction method on low-achieving students’ planning and revision capabilities. State University of New York, Buffalo, New York.

Karegianes, M. L., Pascarella, E. T., & Pflaum, S. W. (1980). The effects of peer editing on the writing proficiency of low-achieving tenth grade students. The Journal of Educational Research, 73(4), 203–207. https://doi.org/10.1080/00220671.1980.10885236

Kelley, K. R. (1984). The effect of writing instruction on reading comprehension and story writing ability. University of Pittsburgh, Pittsburgh, Pennsylvania.

Kemper, M. J., Verhoeven, L. & Bosman, A. M. (2012). Implicit and explicit instruction of spelling rules. Learning and Individual Differences, 22(6), 639-649.  https://doi.org/10.1016/j.lindif.2012.06.008

Kieft, M., Rijlaarsdam, G., & van den Bergh, H. (2006). Writing as a learning tool: Testing the role of students’ writing strategies. European Journal of Psychology of Education, 21(1), 17–34. https://doi.org/10.1007/BF03173567

Kieft, M., Rijlaarsdam, G., & van den Bergh, H. (2008). An aptitude-treatment interaction approach to writing-to-learn. Learning and Instruction, 18(4), 379–390. https://doi.org/10.1016/j.learninstruc.2007.07.004

Kieft, M., Rijlaarsdam, G., Galbraith, D., & van den Bergh. (2007). The effects of adapting a writing course to students’ writing strategies. British Journal of Educational Psychology, 77(3), 565–578. https://doi.org/10.1348/096317906X120231

Kim, J. S., Olson, C. B., Scarcella, R., Kramer, J., Pearson, M., van Dyk, D., … Land, R. E. (2011). A randomized experiment of a cognitive strategies approach to text-based analytical writing for mainstreamed Latino English language learners in grades 6 to 12. Journal of Research on Educational Effectiveness, 4(3), 231–263. https://doi.org/10.1080/19345747.2010.523513

Kim, J. S., Olson, C. B., Scarcella, R., Kramer, J., Pearson, M., van Dyk, D., … Land, R. E. (2011). A randomized experiment of a cognitive strategies approach to text-based analytical writing for mainstreamed Latino English language learners in grades 6 to 12. Journal of Research on Educational Effectiveness, 4(3), 231–263. https://doi.org/10.1080/19345747.2010.523513

Kirkpatrick, L. C., & Klein, P. D. (2009). Planning text structure as a way to improve students' writing from sources in the compare–contrast genre. Learning and Instruction, 19(4), 309–321. https://doi.org/10.1016/j.learninstruc.2008.06.001

Klein, P.D., & Kirkpatrick, L.C. (2010). A framework for content area writing: Mediators and moderators. Journal of Writing Research, 2(1), 1–46. DOI: 10.17239/jowr-2010.02.01.1

Klein, P. D., & Rose, M. A. (2010). Teaching argument and explanation to prepare junior students for writing to learn. Reading Research Quarterly, 45(4), 433–461.  https://doi.org/10.1598/RRQ.45.4.4

Klein, P. D., Haug, K. N., & Arcon, N. (2017). The effects of rhetorical and content subgoals on writing and learning. Journal of Experimental Education, 85(2), 291–308. https://doi.org/10.1080/00220973.2016.1143795

Knight, J. E. (2003). Helping able readers synthesize information from multiple sources in response to open-ended questions. University of Maryland, College Park, MD.

Knudson, R. E. (1988). The effects of highly structured versus less structured lessons on student writing. The Journal of Educational Research, 81(6), 365–368. https://doi.org/10.1080/00220671.1988.10885850

Knudson, R. E. (1989). Effects of instructional strategies on children’s informational-writing. Journal of Educational Research, 83(2), 91–96. https://doi.org/10.1080/00220671.1989.10885936

Knudson, R. E. (1991). Effects of instructional strategies, grade, and sex on students’ persuasive writing. Journal of Experimental Education, 59(2), 141–152. https://doi.org/10.1080/00220973.1991.10806557

Knudson, R. E. (1992). Analysis of argumentative writing at two grade levels. The Journal of Educational Research, 85(3), 169–179. https://doi.org/10.1080/00220671.1992.9944434

Kuhn, D., Hembergert, L., & Khait, V. (2016). Tracing the development of argumentative writing in a discourse-rich context. Written Communication, 33(1), 92–121. https://doi.org/10.1177/0741088315617157

Kuhn, D., Iordanou, K., Pease, M., & Wirkala, C. (2008). Beyond control of variables: What needs to develop to achieve skilled scientific thinking? Cognitive Development, 23(4), 435–451. https://doi.org/10.1016/j.cogdev.2008.09.006

Lam, F. S., & Pennington, M. C. (1995). The computer vs. the pen: A comparative study of word processing in a hong kong secondary classroom. Computer Assisted Language Learning, 8(1), 75–92. https://doi.org/10.1080/0958822950080106

Lane, S. E., & Lewandowski, L. (1994). Oral and written compositions of students with and without learning disabilities. Journal of Psychoeducational Assessment, 12(2), 142–153. https://doi.org/10.1177/073428299401200204

Lange, A. A., Mulhern, G., & Wylie, J. (2009). Proofreading using an assistive software homophone tool. Journal of Learning Disabilities, 42(4), 322-335. https://doi.org/10.1177/0022219408331035

Lee, J., & Schallert, D. L. (2016). Exploring the reading-writing connection: A yearlong classroom-based experimental study of middle school students developing literacy in a new language. Reading Research Quarterly, 51(2), 143–164. https://doi.org/10.1002/rrq.132

Lerew, E. L. (1997). The use of computers to improve writing skills among low-achieving Hispanic students. University of La Verne, La Verne, California.

Lesaux, N. K., Kieffer, M. J., Kelley, J. G., & Harris, J. R. (2014). Effects of academic vocabulary instruction for linguistically diverse adolescents: Evidence from a randomized field trial. American Educational Research Journal, 51(6), 1159–1194. https://doi.org/10.3102/0002831214532165

Lewis, R. B., Ashton, T. M., Haapa, B., Kieley, C. L. & Fielden, C. (1999). Improving the writing skills of students with learning disabilities: Are word processors with spelling and grammar checkers useful? Learning Disabilities: A Multidisciplinary Journal, 9(3), 87–98. https://www.learntechlib.org/p/89356/.

Limpo, T., & Alves, R. A. (2013). Teaching planning or sentence-combining strategies: Effective SRSD interventions at different levels of written composition. Contemporary Educational Psychology, 38(4), 328–341. https://doi.org/10.1016/j.cedpsych.2013.07.004

​Limpo, T., & Alves, R. A. (2014). Implicit theories of writing and their impact on students’ response to a SRSD intervention. British Journal of Educational Psychology, 84(4), 571–590. https://doi.org/10.1111/bjep.12042

Lin, P., Liu, T. & Paas, F. (2017). Effects of spell checkers on English as a second language students’ incidental spelling learning: A cognitive load perspective. Reading and Writing, 30, 1501–1525. https://doi.org/10.1007/s11145-017-9734-4

Logsdon, J. D., & Leggitt, D. (1939). A remedial penmanship program in a junior high. The School Review, 47(5), 363–373. https://www.jstor.com/stable/1081573

López, P., Torrance, M., Rijlaarsdam, G., & Fidalgo, R. (2017). Effects of direct instruction and strategy modeling on upper-primary students’ writing development. Frontiers in Psychology, 8(JUN), 1–10. https://doi.org/10.3389/fpsyg.2017.01054

Lowther, L., Ross, S. M., & Morrison, G. M. (2003). When each one has one: The influences on teaching strategies and student achievement of using laptops in the classroom. Educational Technology, Research and Development, 51(3), 23–44. https://doi.org/10.1007/BF02504551

Lumbelli, L., Paoletti, G., & Frausin, T. (1999). Improving the ability to detect comprehension problems: From revising to writing. Learning and Instruction, 9(2), 143–166. https://doi.org/10.1016/S0959-4752(98)00041-3

Lytle, M. J. (1987). Word processors and writing: The relation of seventh grade students’ learner characteristics and revision behaviors. University of Oregon, Eugene, Oregon.

Macarthur, C. A., & Cavalier, A. R. (2004). Dictation and speech recognition technology as test accommodations. Exceptional Children, 71(1), 43–58. https://doi.org/10.1177/001440290407100103

Malpique, A.A., & Simão, A.M.V. (2019). ‘Does it work?’ Adapting self-regulated strategy instruction and visual mnemonics to teach argumentative writing. Journal of Writing Research, 10(3), 527–567. https://doi.org/10.17239/jowr-2019.10.03.05 

Malpique, A. A. S. (2015). Implementing self-regulated strategy development for teaching argumentative writing: A multidimensional approach. University of Lisbon and University of Coimbra, Portugal.

Marlink, J., & Wahleithner, J. (2011). Improving students’ academic writing: Building a bridge to success. Berkeley, CA: National Writing Project.

Marshall, J. (1987). The effects of writing on students' understanding of literary texts. Research in the Teaching of English, 21(1), 30–63. http://www.jstor.org/stable/40171100

Martínez, I., Mateos, M., Martín, E., & Rijlaarsdam, G. (2015). Learning history by composing synthesis texts: Effects of an instructional programme on learning, reading and writing processes, and text quality. Journal of Writing Research, 7(2), 275–302.
https://doi.org/10.17239/jowr-2015.07.02.03

Mason, L. H., Cramer, A. M., Garwood, J. D., Varghese, C., Hamm, J., & Murray, A. (2017). Efficacy of Self-Regulated Strategy Development instruction for developing writers with and without disabilities in rural schools: A randomized controlled trial. Rural Special Education Quarterly, 36(4), 168–179. https://doi.org/10.1177/8756870517723617

Mason, L. H., Kubina, R. M., Kostewicz, D. E., Cramer, A. M., & Datchuk, S. (2013). Improving quick writing performance of middle-school struggling learners. Contemporary Educational Psychology, 38(3), 236–246. https://doi.org/10.1016/j.cedpsych.2013.04.002

Mastropieri, M. A., Scruggs, T. E., Irby Cerar, N., Guckert, M., Thompson, C., Bronaugh, D. A., … Cuenca-Carlino, Y. (2015). Strategic persuasive writing instruction for students with emotional and behavioral disabilities. Exceptionality, 23(3), 147–169. https://doi.org/10.1080/09362835.2014.986605

Mateos, M., Rijlaarsdam, G., Martín, E., Cuevas, I., van den Bergh, H., & Solari, M. (2020). Learning paths in synthesis writing: Which learning path contributes most to which learning outcome? Instructional Science, 48(2), 137–157. https://doi.org/10.1007/s11251-020-09508-3

Matos, F. Collaborative writing as a bridge from peer discourse to individual argumentative writing. Manuscript under review.

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, 973–994. https://doi.org/10.1007/s11145-013-9490-z

Mavrogenes, N. A., & Padak, N. D. (1982). The reading road to writing. Journal of Educational Research, 75(6), 354–359. https://doi.org/10.1080/00220671.1982.10885409

McKinney, M., Lasley, S., & Nussbaum, E. M.    (2006).     Through the Lens of the Family Writing Project: The Southern Nevada Writing Project’s Impact on Student Writing and Teacher Practices. Southern Nevada Writing Project: University of Nevada, Las Vegas.

Mellon, J. (1969). Transformational sentence combining (Report No. 10). Urbana, IL, National Council of Teachers of English.

Meltzer, L. J. (2006). The effects of co-constructed strategy instruction versus teacher-designated strategy instruction on the writing performance of students with learning and writing problems and their higher achieving peers. Vanderbilt university, Nashville, Tennessee.

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. https://doi.org/10.1007/s11145-007-9067-9

Miller, S. K. (1984). Plugging your pencil into the wall: An investigation of word processing and writing skills at the middle school level. University of Oregon, Eugene, Oregon.

Moore, M. A. (1987). The effect of word processing technology in a developmental writing program on writing quality, attitude towards composing, and revision strategies of fourth and fifth grade students. University of South Florida, Tampa, Florida.

Moslemi, M. H. (1975). Grading of creative writing essays. Research in the Teaching of English, 9(2), 154–161. https://www.jstor.org/stable/40170614

Myhill, D., Jones, S., & Lines, H. (2018). Supporting less proficient writers through linguistically aware teaching. Language and Education, 32(4), 333-349. https://doi.org/10.1080/09500782.2018.1438468

Nahari, A. A., & Alfadda, H. A. (2016). From memorising to visualizing: The effect of using visualization strategies to improve students’ spelling skills. English Language Teaching, 9(6), 1-18. https://doi.org/10.5539/elt.v9n6p1

Needels, M. C., & Knapp, M. S. (1994). Teaching writing to children who are underserved. Journal of Educational Psychology, 86(3), 339–349. https://doi.org/10.1037/0022-0663.86.3.339

Newell, G., & Winograd, P. (1995). Writing about and learning from history texts: The effects of task and academic ability. Research in the Teaching of English, 29(2), 133–163. https://www.jstor.org/stable/40171246  

Newell, G. E., Bloome, D., & Hirvela, A. (2015). Curricular and instructional organization: Instructional chains in the teaching and learning of argumentative writing. In Newell, G. E., Bloome, D., & Hirvela (Eds). Teaching and learning argumentative writing in high school English language arts classrooms (pp. 53–78). Routledge.  
   
Newell, G. E. (1994). The effects of written between-draft responses on students' writing and reasoning about literature. Written Communication, 11(3), 311–347. https://doi.org/10.1177/0741088394011003002

Nguyen, P. N. T., Admiraal, W. , Janssen, T., & Rijlaarsdam, G. (2018). Learning to write: Effects of prewriting tasks on English writings of Vietnamese students. Asian EFL Journal, 20 (9.1), 57–74. 

Niemi, D., Wang, J., Steinberg, D. H., Baker, E. L., & Wang, H. (2007). Instructional sensitivity of a complex language arts performance assessment. Educational Assessment, 12(3–4), 215–237. https://doi.org/10.1080/10627190701578271
​
Nippold, M. A. (2020). Language sampling with children and adolescents: implications for intervention. Plural Publishing.

Nollau, C. B. (1974). A comparison of a linguistic approach to spelling and the test-study method of instruction in spelling. The Pennsylvania State University, Centre County, Pennsylvania.
​
Nunes, T., Bryant, P., & Olsson, J. (2003). Learning morphological and phonological spelling rules:  An intervention study.  Scientific Studies of Reading, 7(3), 289-307. https://doi.org/10.1027/S1532799XSSR0703_6

Nystrand, M. (1997). Opening dialogue: Understanding the dynamics of language and learning in the English classroom. Teachers College Press.

O'Donnell, A. M., Dansereau, D. F., Rocklin, T. R., Lambiotte, J. G., Hythecker, V. I., & Larson, C. O. (1985). Cooperative writing: Direct effects and transfer. Written Communication, 2(3), 307–315. https://doi.org/10.1177/0741088385002003005

O'Donnell, A. M., Dansereau, D. F., Rocklin, T. R., Larson, C. O., Hythecker, V. I., Young, M. D., & Lambiotte, J. G. (1987). Effects of cooperative and individual rewriting on an instruction writing task. Written Communication, 4(1), 90–99. https://doi.org/10.1177/0741088387004001005

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, 41(3), 269–303. https://www.jstor.org/stable/40171732

Olson, C. B., Kim, J. S., Scarcella, R., Kramer, J., Pearson, M., van Dyk, D. A., … Land, R. E. (2012). Enhancing the interpretive reading and analytical writing of mainstreamed English learners in secondary school: Results from a randomized field trial using a cognitive strategies approach. American Educational Research Journal, 49(2), 323–355. https://doi.org/10.3102/0002831212439434

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), 1–21. https://doi.org/10.1037/edu0000095

Olson, C. B., Woodworth, K., Arshan, N., Black, R., Chung, H. Q., D'Aoust, C., Dewar, T., Friedrich, L., Godfrey, L., Land, R., Matuchniak, T., Scarcella, R., & Stowell, L. (2020). The pathway to academic success: Scaling up a text-based analytical writing intervention for Latinos and English learners in secondary school. Journal of Educational Psychology, 112(4), 701–717. https://doi.org/10.1037/edu0000387

Olson, C. B. (2017). Taking a reading/writing intervention for secondary English Language Learners on the road : Lessons learned from the Pathway Project. Research in the Teaching of English, 42(3), 259–269. https://www.jstor.org/stable/40171732

Olson, M. C., & DiStefano, P. (1980). Describing and testing the effectiveness of a contemporary model for in-service education in teaching composition. Engineering Education, 12(2), 69–76. https://www.jstor.org/stable/40172340

Owston, R. D., & Wideman, H. H. (1997). Word processors and children’s writing in a high-computer-access setting. Journal of Research on Computing in Education, 30(2), 202–220. https://doi.org/10.1080/08886504.1997.10782223

O’Hare, F. (1973). Sentence combining: Improving student writing without formal grammar instruction (Report No.15). Urbana, IL, National Council of Teachers of English.

Page-Voth, V., & Graham, S. (1999). Effects of goal setting and strategy use on the writing performance and self-efficacy of students with writing and learning problems. Journal of Educational Psychology, 91(2), 230–240. https://doi.org/10.1037/0022-0663.91.2.230

Palermo, C., & Wilson, J. (2020). Implementing automated writing evaluation in different instructional contexts: A mixed-methods study. Journal of Writing Research, 12(1), 63–108. https://doi.org/10.17239/jowr-2020.12.01.04

Palermo, C. J. (2017). A framework for deliberate practice: Self-Regulated Strategy Development and an Automated Writing Evaluation Program. North Carolina State University, Raleigh, North Carolina.

Pedersen, E. L. (1977). Improving syntactic and semantic fluency in writing of language arts students through extended practice in sentence combining. University of Minnesota, Minneapolis, Minnesota.

Pernia, S. S. (1987). Effects of microcomputer use and word-processing on the writing skills of learning disabled middle school students. The University of Michigan, Ann Arbor, Michigan.

Personke, C., & Knight, L. (1967). Proofreading and spelling: A report and a program. Elementary English, 44(7), 768-774. Retrieved from http://www.jstor.com/stable/41386221

Philhower, S. C. (1985). The effects of the use of a word processing program on the writing skills of mildly handicapped secondary students. The University of Iowa, Iowa City, Iowa.

Pisano, R. C. (1980). The effectiveness of an intervention study in critical thinking skills designed to improve written composition in eleventh and twelfth graders. Rutgers University The State U. of New Jersey (New Brunswick), New Brunswick, New Jersey.

Pittman, R. T. (2007). Improving spelling ability among speakers of African American vernacular English: An intervention based on phonological, morphological, and orthographic principle. Texas A&M University, College Station, Texas.

Pivarnik, B. A. (1985). The effect of training in word processing on the writing of eleventh grade students [Unpublished doctoral dissertation]. University of Connecticut.
 
Placke, E. (1987). The effect of cognitive strategy instruction on learning disabled adolescents’ reading comprehension and summary writing. State University of New York, Albany, New York.

Popham, M. R. (2019). The Impact of Self-Regulated Strategy Development on Upper Elementary Students’ Opinion Writing Performance. Clemson University, Clemson, South Carolina.

Prata, M. J., de Sousa, B., Festas, I., & Oliveira, A. L. (2019). Cooperative methods and self-regulated strategies development for argumentative writing. Journal of Educational Research, 112(1), 12–27. https://doi.org/10.1080/00220671.2018.1427037

Pritchard, R. J., & Marshall, J. C. (1994). Evaluation of a Tiered Model for Staff Development in Writing. Research in the Teaching of English, 28(3), 295–285.

Pritchard, R. J. (1987). Effects on student writing of teacher training in the National Writing Project Model. Written Communication, 4(1), 51–67. https://doi.org/10.1177/0741088387004001003

Proske, A., Narciss, S., & McNamara, D. S. (2012). Computer‐based scaffolding to facilitate students' development of expertise in academic writing. Journal of Research in Reading, 35(2), 136–152. https://doi.org/10.1111/j.1467-9817.2010.01450.x

Raedts, M., Rijlaarsdam, G., Van Waes, L., & Daems, F. (2007). Observational learning through video-based models: Impact on students’ accuracy of self-efficacy beliefs, task knowledge and writing performances. Studies in Writing, 19, 219–238. https://doi.org/10.1108/s1572-6304(2006)0000019014

Rapanta, C. Can teachers implement a student-centered dialogical argumentation method  across the curriculum? Manuscript under review.

Raphael, T. E., & Kirschner, B. .(1985). The effects of instruction in compare/contrast text structure on sixth-grade students' reading comprehension and writing products (Report No. 161).

Rashotte, C.A., Macphee, K., & Torgesen, J. K. (2001). The effectiveness of a group reading instruction program with poor readers in multiple grades. Learning Disability Quarterly, 24(2), 119–134. https://doi.org/10.2307/1511068

Ray, A. (2017). A college entrance essay exam intervention for students with disabilities and struggling writers: A randomized control trial. Arizona State University, Tempe, Arizona.

Ray, A. B., Graham, S., & Liu, X. (2019). Effects of SRSD college entrance essay exam instruction for high school students with disabilities or at-risk for writing difficulties. Reading and Writing, 32(6), 1507–1529. https://doi.org/10.1007/s11145-018-9900-3

Reedy, J. E. (1964). A comparative study of two methods of teaching the organization of expository writing to ninth-grade pupils. Boston University, Boston, Massachusetts.

Reimer, M. (2001). The effect of a traditional, a process writing, and a combined talking and writing instructional approach on the quality of secondary English students’ written response. University of Manitoba, Winnipeg, Manitoba, Canada.

Reynolds, C. J., Hill, D. S., Swassing, R. H., & Ward, M. E. (1988). The effects of revision strategy instruction on the writing performance of students with learning disabilities. Journal of Learning Disabilities, 21(9), 540–545. https://doi.org/10.1177/002221948802100904

Rice, D. P. (1968). A study of a linguistically-based spelling program in grade six. Temple University, Philadelphia, Pennsylvania

Rice, D. P. (1968). A study of a linguistically-based spelling program in grade six (Doctoral dissertation). Temple University, Philadelphia, Pennsylvania

Rietdijk, S., Janssen, T., van Weijen, D., van den Bergh, H., & Rijlaarsdam, G. (2017). Improving writing in primary schools through a comprehensive writing program. Journal of Writing Research, 9(2), 173–225. https://doi.org/10.17239/jowr-2017.09.02.04

Rijlaarsdam, G., & Schoonen, R. (1988). Effects of a teaching program based on peer evaluation on written composition and some variables related to writing apprehension. SCO Cahier Nr. 47. Stichting Centrum voor Onderwijsonderzoek (SCO), Grote Bickersstraat 72, 1013 KS Amsterdam, The Netherlands.

Rijlaarsdam, G., Couzijn, M., Janssen, T., Braaksma, M., & Kieft, M. (2006). Writing experiment manuals in science education: The impact of writing, genre, and audience. International Journal of Science Education, 28(2–3), 203–233. https://doi.org/10.1080/09500690500336932

Rijlaarsdam, H. van den Bergh, & M. Couzijn (Eds). Effective learning and teaching of writing (pp. 241–258). Springer, Dordrecht.

Roberts, C. A. (2002). The influence of teachers’ professional development at the Tampa Bay Area Writing Project on student writing performance. University of South Florida, Tampa, Florida.

Roberts, R. J. (1999). Use of computer dictation by students with learning disabilities. University of South Florida, Tampa, Florida.
Robinson, J. W., & Hesse, K. D. (1981). A morphemically based spelling program’s effect on spelling skills and spelling performance of seventh grade students. Journal of Educational Research, 75(1), 56–62. https://doi.org/10.1080/00220671.1981.10885356

Rolfe, A. B. (1991). The effects of an identify-generate-test sequence on the spelling performance of learning disabled and normally-achieving students (Doctoral dissertation). Columbia university, New York City, New York

Roscoe, R. D., Allen, L. K., & McNamara, D. S. (2019). Contrasting writing practice formats in a writing strategy tutoring system. Journal of Educational Computing Research, 57(3), 723–754. https://doi.org/10.1177/0735633118763429

Roscoe, R. D., & McNamara, D. S. (2013). Writing Pal: Feasibility of an intelligent writing strategy tutor in the high school classroom. Journal of Educational Psychology, 105(4), 1010. https://doi.org/10.1037/a003234

Roscoe, R. D., Brandon, R., Snow, E., & McNamara, D. S. (2013). Game-based writing strategy practice with the Writing Pal. In K. Pytash & R. Ferdig (Eds.), Exploring Technology for Writing and Writing Instruction (pp. 1-20). Hershey, PA: IGI Global.

Roscoe, R. D., Varner(Allen), L. K., Snow, E. L., & McNamara, D. S. (2014). Designing usable automated formative feedback for intelligent tutoring of writing. In J. L. Polman, E. A. Kyza, D. K. O’Neill, I. Tabak, W. R. Penuel, A. S. Jurow, K. O’Connor, T. Lee, & L. D’Amico (Eds.), Proceedings of the 11th International Conference of the Learning Sciences (ICLS), Volume 3, (pp. 1423-1425). Boulder, CO.

Sadoski, M., Goetz, E. T., Stricker, A. G., & Burdenski, T. K. (2003). New findings for concreteness and imagery effects in written composition. Reading and Writing, 16(5), 443–453. https://doi.org/10.1023/A:1024235831671

Saidel, L. F. (1984). The effects of calligraphic tuition on handwriting skills attainment in grades three, five, and seven [Unpublished doctoral dissertation]. Rutgers The State University of New Jersey - New Brunswick.  

Sand, H. J. (1938). An evaluation of the effects of marks as incentives to pupil growth in spelling ability and of the comparative values of equated scales and informal tests as measurements of the progress. Journal of Educational Research, 31(9), 678-682. https://doi.org/10.1081/00220671.1938.10880795

Sartika, D., & Rachmanita, R. (2017). The effect of Self Regulated Strategy Development on students’ skill to write persuasive text. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 2(1), 33–49. https://doi.org/10.21093/ijeltal.v2i1.44

Sawyer, R. J., Graham, S., & Harris, K. R. (1992). Direct teaching, strategy instruction, and strategy instruction with explicit self-regulation: Effects on the composition skills and self-efficacy of students with learning disabilities. Journal of educational psychology, 84(3), 340. https://doi.org/10.1037/0022-0663.84.3.340

Scannella, A. M. (1982). A writing-as-process model as a means for improving compositions and attitudes toward composition in the high school. Rutgers University The State University of New Jersey (New Brunswick), New Brunswick, New Jersey.

Scardamalia, M., & Paris, P. (1985). The function of explicit discourse knowledge in the development of text representations and composing strategies. Cognition and Instruction, 2(1), 1–39. https://doi.org/10.1207/s1532690xci0201_1

Scardamalia, M., Bereiter, C., & Steinbach, R. (1984). Teachability of reflective processes in written composition. Cognitive Science, 8(2), 173–190. https://doi.org/10.1016/S0364-0213(84)80016-6

Schriver, K. A. (1992). Teaching writers to anticipate readers' needs: A classroom-evaluated pedagogy. Written communication, 9(2), 179–208. https://doi.org/10.1177%2F0741088392009002001

Scott, T. D. (2009). The effectiveness of the response-to-intervention process for at-risk high school students. Capella University, Minneapolis, Minnesota.

Segers, E., & Verhoeven, L. (2009). Learning in a sheltered Internet environment: The use of WebQuests. Learning and instruction, 19(5), 423–432. https://doi.org/10.1016/j.learninstruc.2009.02.017

Sengupta, S. (2000). An investigation into the effects of revision strategy instruction on L2 secondary school learners. System, 28(1), 97–113. https://doi.org/10.1016/S0346-251X(99)00063-9

Shaver, J. P., & Nuhn, D. (1971). The effectiveness of tutoring underachievers in reading and writing. The Journal of Educational Research, 65(3), 107–112. https://doi.org/10.1080/00220671.1971.10884268

Shi, Y., Matos, F., & Kuhn, D. (2019). Dialog as a bridge to argumentive writing. Journal of Writing Research, 11(1), 107–129. https://doi.org/10.17239/jowr-2019.11.01.04

Shi, Y. (2011). Strategic teaching in ESL writing: Effects of self-regulatory instruction on writing performance and self-efficacy beliefs. Simon Fraser University, Burnaby, Canada.

Shi, Y. (2018). Joint reflection promotes students’ use of evidence in argumentive writing. Columbia university, New York City, New York.

Shi, Y. (2019). Enhancing evidence-based argumentation in a Mainland China middle school. Contemporary Educational Psychology, 59, 1–18. https://doi.org/10.1016/j.cedpsych.2019.101809 

Shi, Y. (2020). Constructed dialogs reveal skill development in argumentive writing. Reading and Writing. https://doi.org/10.1007/s11145-020-10045-1

Shinn, J. A. (1986). The effectiveness of word-processing and problem-solving computer use on the social skills of learning-disabled students. United States International University, San Diego, California.

Shook, J. (1981). The Gateway Writing Project: An evaluation of teachers teaching teachers to write. Research in the Teaching of English, 15(3), 282–284. https://www.jstor.com/stable/40170798

Silver, Marisa, & Tindal, Gerald. (2013). Use of Teacher-Supported Goal Setting to Improve Writing Quality, Quantity and Self-Efficacy in Middle School Writers. University of Oregon.

Silver, N. W., & Repa, J. T. (1993). The effect of word processing on the quality of writing and self-esteem of secondary school English-as-second-language students: Writing without censure. Journal of Educational Computing Research, 9(2), 265–283.
​https://doi.org/10.2190/3wwp-10yb-n41u-7hcg
​
Simmons, D. C., Kameenui, E. J., Dickson, S., Chard, D., Gunn, B., & Baker, S. (1993, December). Integrating narrative reading comprehension and writing instruction for all learners. Paper presented at the Annual Meeting of the National Reading Conference, Charleston, South Carolina.

Singer, N. R., & Scollay, D. (2007). Building a district-based secondary writing program through the National Writing Project model. Gateway Writing Project: University of Missouri, St. Louis.

Singer, N. R., & Scollay, D. (2009). Building Leadership for a Sustained Districtwide Writing Improvement Program. Gateway Writing Project: University of Missouri, St. Louis.

Smagorinsky, P. (1991). The writer’s knowledge and the writing process: A protocol analysis. Research in the Teaching of English, 25(3), 339–364. https://www.jstor.org/stable/40171416

Smith, W. L., & Hull, G. A. (1983). Direct and indirect measurement of effects of specific instruction: Evidence from sentence combining. Research in the Teaching of English, 17(3), 285–289. https://www.jstor.org/stable/40170960

Spaulding, C. L. (1989). The effects of ownership opportunities and instructional support on high school students' writing task engagement. Research in the Teaching of English, 23(2), 139–162. http://www.jstor.com/stable/40171407

Standish, L. G. (2005). The effects of collaborative strategic reading and direct instruction in persuasion on sixth-grade students’ persuasive writing and attitudes. University of Maryland, College Park, Maryland.

Steinen, N. S. (2007). A study of the use of word mapping in ninth-grade remedial English classes. Auburn University, Auburn, Alabama.

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. https://doi.org/10.1076/edre.9.2.137.14212

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 and Practice, 17(2), 124–139. https://doi.org/10.1111/1540-5826.00039

Swain, S. S., Graves, R. L., & Morse, D. (2006). The Effect of Mississippi Writing/Thinking Institute Professional Development on the Writing Achievement of Ninth-Graders. Berkeley, CA: National Writing Project.

Sweet, A. F. (1949). A comparative study of two methods involving the incidental learning of spelling and vocabulary (Master’s thesis). The University of British Columbia, Vancouver, British Columbia.

Sweigart, W. (1991). Classroom talk, knowledge development, and writing. Research in the Teaching of English, 25(4), 469–496. https://www.jstor.com/stable/40171205

Symonds, P. M. (1931). Practice vs. grammar in the learning of correct usage. Journal of Educational Psychology, 22(2), 81–95. https://doi.org/10.1037/h0073269

Søvik, N., & Teulings, H. L. (1983). Real-time feedback of handwriting in a teaching program. Acta Psychologica, 54(1–3), 285–291. https://doi.org/10.1016/0001-6918(83)90040-9

Tate, T. P., Collins, P., Xu, Y., Yau, J. C., Krishnan, J., Prado, Y., ... & Warschauer, M. (2019). Visual-Syntactic text format: Improving adolescent literacy. Scientific Studies of Reading, 23(4), 287–304. https://doi.org/10.1080/10888438.2018.1561700

Taylor, B. M., & Beach, R. W. (1984). The effects of text structure instruction on middle-grade students' comprehension and production of expository. Reading Research Quarterly, 19(2), 134–146. https://www.jstor.com/stable/747358

Taylor, B. M. (1985). Improving middle-grade students' reading and writing of expository text. The Journal of Educational Research, 79(2), 119–125. https://doi.org/10.1080/00220671.1985.10885661

Tezler, E. G. (1993). The effects of modeled strategies and attributions on students' self-regulated learning and spelling achievement. City University of New York, New York City, New York.

Therrien, W. J., & Hughes, C. (2009). Effectiveness of a test-taking strategy with learning disabilities. Journal of Learning Disabilities, 42(1), 13–23. https://doi.org/10.1177/0022219408326218

Thibodeau, A. E. (1964). Improving composition writing with grammar and organization exercises utilizing differentiated group patterns. Boston University, Boston, Massachusetts.

Thibodeau, A. L. (1964). A study of the effects of elaborative thinking and vocabulary enrichment exercises on written composition. Boston University, Boston, Massachusetts.

Tienken, C. H., & Achilles, C. M. (2003). Changing teacher behavior and improving student writing achievement. Planning and Changing, 34(3-4),153–168. https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ826264&site=ehost-live

Torrance, M., Fidalgo, R., & García, J. N. (2007). The teachability and effectiveness of cognitive self-regulation in sixth-grade writers. Learning and Instruction, 17(3), 265–285. https://doi.org/10.1016/j.learninstruc.2007.02.003

Torrance, M., Fidalgo, R., & Robledo, P. (2015). Do sixth-grade writers need process strategies?British Journal of Educational Psychology, 85(1), 91–112. https://doi.org/doi:10.1111/bjep.12065

Toste, J.R., Vaughn, S., Martinez, L.R. et al. (2019). Content-area reading comprehension and teachers’ use of instructional time: effects on middle school students’ social studies knowledge. Reading and Writing, 32, 1705–1722. https://doi.org/10.1007/s11145-018-9925-7

Vandermeulen, N., Leijten, M., & van Waes, L. (2020). Reporting writing process feedback in the classroom. Using keystroke logging data to reflect on writing processes. Journal of Writing Research, 12(vol. 12 issue 1), 109–140. https://doi.org/10.17239/jowr-2020.12.01.05

Vandermeulen, N., van Steendam, E., & Rijlaarsdam, G. (in progress). The effect of process-oriented feedback on synthesis writing: An intervention study with keystroke logging.

van Drie, J., Braaksma, M., & van Boxtel, C. (2015). Writing in history: Effects of writing instruction on historical reasoning and text quality. Journal of Writing Research, 7(1), 123–157. http://dx.doi.org/10.17239/jowr-2015.07.01.06

van Drie, J., Janssen, T., & Groenendijk, T. (2018). Effects of writing instruction on adolescents’ knowledge of writing and text quality in history. L1 Educational Studies in Language and Literature, 18, 1–28. https://doi.org/10.17239/L1ESLL-2018.18.03.08

van Reybroeck, M., Penneman, J., Vidick, C., & Galand, B. (2017). Progressive treatment and self-assessment: effects on students’ automatisation of grammatical spelling and self-efficacy beliefs. Reading and Writing, 30(9), 1965–1985. https://doi.org/10.1007/s11145-017-9761-1

van Steendam, E., Rijlaarsdam, G., Sercu, L., & van den Bergh, H. (2010). The effect of instruction type and dyadic or individual emulation on the quality of higher-order peer feedback in EFL. Learning and Instruction, 20(4), 316–327. https://doi.org/10.1016/j.learninstruc.2009.08.009

van Steendam, E., Rijlaarsdam, G. C. W., van den Bergh, H. H., & Sercu, L. (2014). The mediating effect of instruction on pair composition in L2 revision and writing. Instructional Science, 42(6), 905–927. https://doi.org/10.1007/s11251-014-9318-5

Varble, M. E. (1990). Analysis of writing samples of students taught by teachers using whole language and traditional approaches. Journal of Educational Research, 83(5), 245–251. https://doi.org/10.1080/00220671.1990.10885965

Vinson, L. L. (1980). The effects of two prewriting activities upon the overall quality of ninth graders’ descriptive paragraphs. University of South Carolina, Columbia, South Carolina.

Waddel, J. D. (1998). The effect of treatment structure and locus of control on spelling achievement (Doctoral dissertation). University of Cincinnati, Cincinnati, Ohio.

Wade-Stein, D., & Kintsch, E. (2004). Summary Street: Interactive computer support for writing. Cognition and Instruction, 22(3), 333–362. https://doi.org/10.1207/s1532690xci2203_3

Wagner, J. H. (1978). Peer teaching in spelling: An experimental study in selected Seventh-day Adventist high schools. University of Florida, Gainesville, FL. 

Walker, R. R. (1970). A comparison of an individualized and a group-directed system for teaching spelling in the eighth grade. Columbia university, New York City, New York.

Walser, T. (2000). Teaching self-management of writing strategies to promote transfer. Utah State University, Logan, Utah.

Washburn, E., Sielaff, C., & Golden, K. (2016). The use of a cognitive strategy to support argument-based writing in a ninth grade social studies classroom. Literacy Research and Instruction, 55(4), 353–374. https://doi.org/10.1080/19388071.2016.1165319

Weintraub, A. J. B. (1996). Learning to spell by high school students with learning disabilities: Performance anxiety, self-efficacy and learning strategies. City University of New York, New York City, New York.

Welch, I. E. (1951). A comparison of the column method versus the context method of teaching and testing spelling in seventh and eighth grades. Kansas State Teachers College, Emporia, Kansas.

Welch, M., & Jensen, J. B. (1990). Write, PLEASE: A video-assisted strategic intervention to improve written expression of inefficient learners. Remedial and Special Education, 12(1), 37–46. https://doi.org/10.1177/074193259101200109

Welch, M. (1992). The please strategy: A metacognitive learning strategy for improving the paragraph writing of students with mild learning disabilities. Learning Disability Quarterly, 15(2), 119–128. https://doi.org/10.2307/1511013

Weston, J., Crossley, S. A., & McNamara, D. S. (2012). Computationally assessing expert judgments of freewriting quality. In P.M. McCarthy & C.
Boonthum-Denecke (Eds.), Applied natural language processing and content analysis: Identification, investigation, and resolution (pp. 365-382). Hershey, PA: IGI Global.
​
Whittaker, R., & McCabe, A. (2020). Writing on history in a Content and Language Integrated Learning (CLIL) context. Writing and Language Learning: Advancing research agendas, 56, 309.

Wickstrom, C., Patterson, L., Araujo, J., Roberts, J., Assaf, L., Fuentes, A., & Hoki, C. (2010). Culturally mediated writing instruction for adolescent English language learners. Berkeley, CA: National Writing Project.

Widvey, L. I. H. (1971). A study of the use of a problem-solving approach to composition in high school English. The University of Nebraska, Lincoln, Nebraska.

Wienke, J. W. (1981). Strategies for improving elementary school students’ writing skills. Retrieved from https://eric.ed.gov/?id=ED209679

Wilson, B. L. (1947). The effect of the incidental teaching of spelling in two tenth-grade social studies classes. Boston University, Boston, Massachusetts.

Wilson, J., & Czik, A. (2016). Automated essay evaluation software in English Language Arts classrooms: Effects on teacher feedback, student motivation, and writing quality. Computers & Education, 100, 94–109. https://doi.org/10.1016/j.compedu.2016.05.004  

Wilson, J., & Roscoe, R. D. (2019). Automated writing evaluation and feedback: Multiple metrics of efficacy. Journal of Educational Computing Research, 58(1), 87–125. https://doi.org/10.1177/0735633119830764

Wise, W. G., & Slater, W. H. (1992). The effects of revision instruction on eighth graders’ persuasive writing. University of Maryland College Park, College Park, Maryland.

Wissinger, D. R., & de la Paz, S. (2016). Effects of critical discussions on middle school students’ written historical arguments. Journal of Educational Psychology, 108(1), 43–59. https://doi.org/10.1037/edu0000043

Wissinger, D. R., De La Paz, S., & Jackson, C. (2020). The effects of historical reading and writing strategy instruction with fourth-through sixth-grade students. Journal of Educational Psychology. Advance online publication. https://doi.org/10.1037/edu0000463

Wolter, D. R. (1975). Effect of feedback on performance on a creative writing task. University of Michigan, Ann Arbor, Michigan.

Wong, B. Y. L., Butler, D. L., Ficzere, S. A., & Kuperis, S. (1996). Teaching low achievers and students with learning disabilities to plan, write, and revise opinion essays. Journal of Learning Disabilities, 29(2), 209–211. https://doi.org/10.1177/002221949602900209

Wong, B. Y. L., Hoskyn, M., Jai, D., Ellis, P., & Watson, K. (2008). The comparative efficacy of two approaches to teaching sixth graders opinion essay writing. Contemporary Educational Psychology, 33(4), 757–784. https://doi.org/10.1016/j.cedpsych.2007.12.004

Yang, L., & Chen, R. (2012). The effects of positive self-evaluation on senior high school students’ English writing performance and writing self-efficacy, Chinese Journal of Applied Linguistics, 35(3), 271–286. https://doi.org/10.1515/cjal-2012-0021

Yeh, S. S. (1998). Empowering education: Teaching argumentative writing to cultural minority middle-school students. Research in the Teaching of English, 33(1), 49–83. https://www.jstor.org/stable/40171572

Young, C. A. (2001). Comparing the effects of tracing to writing when combined with Orton-Gillingham methods on spelling achievement among high school students with reading disabilities. The University of Texas at Austin, Austin, Texas.        
                     
Zellermayer, M., Salomon, G., Globerson, T., & Givon, H. (1991). Enhancing writing-related metacognitions through a computerized writing partner. American Educational Research Journal, 28(2), 373–391. https://doi.org/10.3102/00028312028002373

Zimmerman, B. J., & Kitsantas, A. (1999). Acquiring writing revision skill: Shifting from process to outcome self-regulatory goals. Journal of Educational Psychology, 91(2), 241–250. https://doi.org/10.1037/0022-0663.91.2.241