Vol. 10 No. 2 (2018)

SPECIAL ISSUE: How to report instructional interventions in writing research?
Guest editors: Fien De Smedt & Renske Bouwer

Published: 2018-10-15

Special issue

Introduction to the special issue: Considerations and recommendations for reporting writing interventions in research publications

Renske Bouwer, Fien De Smedt

115-137
- Abstract
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Articles

An examination of the design principles underlying a self-regulated strategy development study

Steve Graham, Karen R. Harris

139-187
- Abstract
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Describing multifaceted writing interventions: From design principles for the focus and mode of instruction to student and teacher activities

Monica Koster, Renske Bouwer

189-224
- Abstract
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An analytic description of an instructional writing program combining explicit writing instruction and peer-assisted writing

Fien De Smedt, Hilde Van Keer

225-277
- Abstract
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How to report writing interventions? A case study on the analytic description of two effective revision interventions

Paula López, Gert Rijlaarsdam, Mark Torrance, Raquel Fidalgo

279-329
- Abstract
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Teaching perspective taking and coherence generation to improve cross-genre writing skills in secondary grades: A detailed explanation of an intervention

Joachim Grabowski, Moti Mathiebe, Sabine Hachmeister, Michael Becker-Mrotzek

331-356
- Abstract
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Scaling up graduate writing workshops: From needs assessment to teaching practices

Stephanie Link

357-399
- Abstract
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