“Who Is Going to Read the Story That I Have Written?” The Role of the Audience in Textual Revision Made by Children

Author:

Spinillo Alina GalvãoORCID

Publisher

Springer International Publishing

Reference53 articles.

1. Allal, L. (2000). Metacognitive regulation of writing in the classroom. Metalinguistic activity: The link between writing and learning to write. In A. Camps & M. Millan (Eds.), Metalinguistic activity in learning to write (pp. 145–166). Amsterdam University Press.

2. Allal, L., & Chanquoy, L. (2004). Introduction: Revision revisited. In L. Allal, L. Chanquoy, & P. Largy (Eds.), Revision: Cognitive and instructional processes (pp. 1–8). Kluwer Academic Publishers. https://doi.org/10.1007/978-94-007-1048-1

3. Allal, L., Lopez, L. M., Lehraus, K., & Forget, A. (2005). Whole-class and peer interaction in an activity of writing and revision. In T. Kostouli (Ed.), Writing in context(s): Textual practices and learning processes in sociocultural settings (pp. 69–92). Springer.

4. Bereiter, C., & Scardamalia, M. (1987). The psychology of written composition. Lawrence Erlbaum Associates.

5. Bergh, H., & Rijlaarsdam, G. (1999). The dynamics of idea generation during writing: An on-line study. In M. Torrance & D. Galbraith (Eds.), Knowing what to write: Conceptual processes in text production (pp. 99–137). Amsterdam University Press.

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