Improving the writing, knowledge, and motivation of struggling young writers: Effects of self-regulated strategy development with and without peer support

American Educational Research Journal

Volumn 43, Issue 2, 2006, Pages 295-340

  Harris, Karen R ^a,c   Graham, Steve ^a,c   Mason, Linda H ^b  

^a VANDERBILT UNIVERSITY   (United States)

^b PENNSYLVANIA STATE UNIVERSITY   (United States)

^c VANDERBILT UNIVERSITY   (United States)

Author keywords

Peer assistance; Self regulated strategy development; Strategy instruction; Struggling learners; Writing

Indexed keywords

EID: 33744974028     PISSN: 00028312     EISSN: None     Source Type: Journal    
DOI: 10.3102/00028312043002295     Document Type: Article

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