Writing instruction improves students’ writing skills differentially depending on focal instruction and children: A meta-analysis for primary grade students-Reference-Cited by-同舟云学术

Writing instruction improves students’ writing skills differentially depending on focal instruction and children: A meta-analysis for primary grade students

Published:2021-11 Issue: Volume:34 Page:100408
ISSN:1747-938X
Container-title:Educational Research Review
language:en
Short-container-title:Educational Research Review

Author:

Kim Young-Suk Grace,Yang Dandan,Reyes Marcela^ORCID,Connor Carol

Funder

National Institute of Child Health and Human Development

Institute of Education Sciences

Publisher

Elsevier BV

Subject

Education

Reference77 articles.

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2. Developmental relations between reading and writing at the word, sentence, and text levels: A latent change score analysis;Ahmed;Journal of Educational Psychology,2014

3. Operating characteristics of a rank correlation test for publication bias;Begg;Biometrics,1994

4. Tier 1 and Tier 2 early intervention for handwriting and composing;Berninger;Journal of School Psychology,2006

5. Teaching spelling and composition aloneand together: Implications for the simple view of writing;Berninger;Journal of Educational Psychology,2002

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