The Writing Achievement, Metacognitive Knowledge of Writing and Motivation of Middle-School Students with Learning Difficulties-Reference-Cited by-同舟云学术

The Writing Achievement, Metacognitive Knowledge of Writing and Motivation of Middle-School Students with Learning Difficulties

Published:2010-10-20 Issue: Volume: Page:213-234
ISSN:
Container-title:Multiple Perspectives on Difficulties in Learning Literacy and Numeracy
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Author:

van Kraayenoord Christina E.,Moni Karen B.,Jobling Anne,Elkins John,Koppenhaver David,Miller Robyn

Publisher

Springer Netherlands

Link

http://link.springer.com/content/pdf/10.1007/978-1-4020-8864-3_10

Reference48 articles.

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3. Barton, D., & Hamilton, M. (2000). Literacy practices. In D. Barton, M. Hamilton, & R. Ivanič (Eds.), Situated literacies: Reading and writing in context (pp. 7–15). London: Routledge.

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

5. Bos, C. S., & Fletcher, T. V. (1997). Sociocultural considerations in learning disabilities inclusion research: Knowledge gaps and future directions. Learning Disabilities Research and Practice, 12, 92–99.

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