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Volumn 23, Issue 3, 2007, Pages 231-247

The relationship between writing knowledge and writing performance among more and less skilled writers

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EID: 34248399657     PISSN: 10573569     EISSN: 15210693     Source Type: Journal    
DOI: 10.1080/10573560701277575     Document Type: Article
Times cited : (66)

References (23)
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    • Couzijn, M. (1999) Learning to write by observation of writing and reading processes: Effects on learning and transfer. Learning and Instruction, 9, pp. 109-142.
    • (1999) Learning and Instruction , vol.9 , pp. 109-142
    • Couzijn, M.1
  • 9
    • 77950184073 scopus 로고
    • Students' metacognitive knowledge about how to write informational texts
    • Englert, C., Raphael, T., Fear, K. and Anderson, L. (1988) Students' metacognitive knowledge about how to write informational texts. Learning Disability Quarterly, 11, pp. 18-46.
    • (1988) Learning Disability Quarterly , vol.11 , pp. 18-46
    • Englert, C.1    Raphael, T.2    Fear, K.3    Anderson, L.4
  • 10
    • 33747081050 scopus 로고
    • Sensitivity to text structure in reading and writing: A comparison between learning disabled and non-learning disabled students
    • Englert, C. and Thomas, C. (1987) Sensitivity to text structure in reading and writing: A comparison between learning disabled and non-learning disabled students. Learning Disability Quarterly, 10, pp. 93-105.
    • (1987) Learning Disability Quarterly , vol.10 , pp. 93-105
    • Englert, C.1    Thomas, C.2
  • 11
    • 84963482961 scopus 로고
    • Teaching children about revision in writing
    • Fitzgerald, J. and Markham, L. (1987) Teaching children about revision in writing. Cognition and Instruction, 4, pp. 3-24.
    • (1987) Cognition and Instruction , vol.4 , pp. 3-24
    • Fitzgerald, J.1    Markham, L.2
  • 12
    • 33947142693 scopus 로고
    • Effects of instruction in narrative structure on children's writing
    • Fitzgerald, J. and Teasley, A. (1986) Effects of instruction in narrative structure on children's writing. Journal of Educational Psychology, 78, pp. 424-432.
    • (1986) Journal of Educational Psychology , vol.78 , pp. 424-432
    • Fitzgerald, J.1    Teasley, A.2
  • 14
  • 15
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    • The effects of goal setting and procedural facilitation on the revising behavior and writing performance of students with writing and learning problems
    • Graham, S., MacArthur, C. and Schwartz, S. (1995) The effects of goal setting and procedural facilitation on the revising behavior and writing performance of students with writing and learning problems. Journal of Educational Psychology, 87, pp. 230-240.
    • (1995) Journal of Educational Psychology , vol.87 , pp. 230-240
    • Graham, S.1    MacArthur, C.2    Schwartz, S.3
  • 16
    • 0027580912 scopus 로고
    • Knowledge of writing and the composing process, attitude toward writing, and self-efficacy for students with and without learning disabilities
    • Graham, S., Schwartz, S. and MacArthur, C. (1993) Knowledge of writing and the composing process, attitude toward writing, and self-efficacy for students with and without learning disabilities. Journal of Learning Disabilities, 26, pp. 237-249.
    • (1993) Journal of Learning Disabilities , vol.26 , pp. 237-249
    • Graham, S.1    Schwartz, S.2    MacArthur, C.3
  • 21
    • 14844288024 scopus 로고    scopus 로고
    • The effects of peer-assisted sentence combining instruction on the writing performance of more and less skilled young writers
    • Saddler, B. and Graham, S. (2005) The effects of peer-assisted sentence combining instruction on the writing performance of more and less skilled young writers. Journal of Educational Psychology, 97:1, pp. 43-54.
    • (2005) Journal of Educational Psychology , vol.97 , Issue.1 , pp. 43-54
    • Saddler, B.1    Graham, S.2


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.