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Teacher practices for teaching writing in Greek primary schools
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Constructing theoretically informed measures of pause duration in experimentally manipulated writing
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The use of advanced planning among emerging writers
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Typical 6-year-old children’s confusion between “b” and “d” in reading cannot be assimilated to reversal
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The effectiveness of self-regulated strategy development on improving English writing: Evidence from the last decade
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Properties of a combined measure of reading and writing: the Assessment of Writing, Self-Monitoring, and Reading (AWSM Reader)
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Reading in print versus digital media uses different cognitive strategies: evidence from eye movements during science-text reading
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The effect of communicative purpose and reading medium on pauses during different phases of the textualization process
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Writing informational text using provided information and text structures: an intervention for upper elementary struggling writers
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Are reading and writing building on the same skills? The relationship between reading and writing in L1 and EFL
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Text-based writing in elementary classrooms: teachers’ conceptions and practice
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Description and interactions of informative text structure knowledge and skills of French-speaking Grade 6 students
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Writing flexibility in argumentative essays: a multidimensional analysis
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Transcription skills and written composition in Spanish beginning writers: pen and keyboard modes
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Learning to compose digitally: the effect of prior computer use and keyboard activity on NAEP writing
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Preschool children’s early writing: repeated measures reveal growing but variable trajectories
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Knowledge of persuasion and writing goals predict the quality of children’s persuasive writing
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Answering the challenge: SRSD instruction for close reading of text to write to persuade with 4th and 5th Grade students experiencing writing difficulties
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Unpacking pathways using the direct and indirect effects model of writing (DIEW) and the contributions of higher order cognitive skills to writing
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Inferential comprehension differences between narrative and expository texts: a systematic review and meta-analysis
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Tracking the mind during writing: immediacy, delayed, and anticipatory effects on pauses and writing rate
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Exploring the dimensionality of kindergarten written composition
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Teaching writing in grades 4–6 in urban schools in Chile: a national survey
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Writing and reading performance in Year 1 Australian classrooms: associations with handwriting automaticity and writing instruction
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Development and validation of instruments to measure Portuguese third graders’ reasons to write and self-efficacy