Improving Informative Writing in Inclusive and Linguistically-Diverse Elementary Classes through Self-Regulated Strategy Development-Reference-Cited by-同舟云学术

Improving Informative Writing in Inclusive and Linguistically-Diverse Elementary Classes through Self-Regulated Strategy Development

Published:2023-02-09 Issue:5 Volume:31 Page:319-343
ISSN:0936-2835
Container-title:Exceptionality
language:en
Short-container-title:Exceptionality

Author:

Ray Amber B.¹^ORCID,Torres Caroline²^ORCID,Cao Yucheng³^ORCID

Affiliation:

1. Department of Special Education, University of Illinois at Urbana-Champaign, Champaign, Illinois, USA

2. Language Linguistics, & Literature, Kapi’olani Community College, Honolulu, Hawaii, USA

3. School of Education, University of California, Irvine, California

Publisher

Informa UK Limited

Subject

Developmental and Educational Psychology,Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/09362835.2023.2174119

Reference57 articles.

1. A snapshot of writing instruction in middle schools and high schools;Applebee A.;English Journal,2011

2. Teaching Writing to At-Risk Students: The Quality of Evidence for Self-Regulated Strategy Development

3. Boscolo, P., & Gelati, C. (2007). Best practices in promoting motivation for writing. In S. Graham, C. MacArthur, & J. Fitzgerald (Eds.), Best practices in writing instruction (pp. 202–221). Guilford Press.

4. Third and fourth grade teacher’s classroom practices in writing: a national survey

5. A Synthesis on the Impact of Self‐Regulated Instruction on Motivation Outcomes for Students with or at Risk for Learning Disabilities

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