1. Hayes, J.R.: Evidence from language bursts, revision, and transcription for translation and its relation to other writing processes. In: Fayol, M., Alamargot, D., Berninger, V.W. (eds.) Translation of Thought to Written Text While Composing, pp. 15–25. Psychology Press, Nova Iorque (2012)
2. Harris, K.R., Graham, S.: Self-regulated strategy development in writing: policy implications of an evidence-based practice. Policy Insights Behav. Brain Sci. 3(1), 77–84 (2016). https://doi.org/10.1177/2372732215624216
3. McKeown, D., Brindle, M., Harris, K.R., Graham, S., Collins, A.A., Brown, M.: Illuminating growth and struggles using mixed methods: practice-based professional development and coaching for differentiating SRSD instruction in writing. Read. Writ. 29, 1105–1140 (2016). https://doi.org/10.1007/s11145-016-9627-y
4. Harris, K.R., Graham, S.: “An adjective is a word hanging down from a noun”: learning to write and students with learning disabilities. Ann. Dyslexia 63(1), 65–79 (2013). https://doi.org/10.1007/s11881-011-0057-x
5. Graham, S., Harris, K.R.: Designing an effective writing program. In: Graham, S., MacArthur, C., Fitzgerald, J. (eds.) Best Practices in Writing Instruction, pp. 3–25. Guilford, New York (2013)