PublisherDOIYearVolumeIssuePageTitleAuthor(s)Link
System10.1016/j.system.2022.1027682022106102768The effect of self-regulated writing strategies on students’ L2 writing engagement and disengagement behaviorsShiyao Ashlee Zhou, Phil Hiverhttps://api.elsevier.com/content/article/PII:S0346251X22000495?httpAccept=text/xml, https://api.elsevier.com/content/article/PII:S0346251X22000495?httpAccept=text/plain
Assessing Writing10.1016/j.asw.2021.100573202251100573Assessing self-regulatory writing strategies and their predictive effects on young EFL learners’ writing performanceMark Feng Teng, Chuang Wang, Lawrence Jun Zhanghttps://api.elsevier.com/content/article/PII:S1075293521000623?httpAccept=text/xml, https://api.elsevier.com/content/article/PII:S1075293521000623?httpAccept=text/plain
Journal of Second Language Writing10.1016/j.jslw.2011.05.0072011204271-285Shared features of L2 writing: Intergroup homogeneity and text classificationScott A. Crossley, Danielle S. McNamarahttps://api.elsevier.com/content/article/PII:S1060374311000348?httpAccept=text/xml, https://api.elsevier.com/content/article/PII:S1060374311000348?httpAccept=text/plain
Assessing Writing10.1016/j.asw.2008.12.001200914125-37Credibly assessing reading and writing abilities for both elementary student and program assessmentJohn Burgin, Gail D. Hugheshttps://api.elsevier.com/content/article/PII:S107529350800072X?httpAccept=text/xml, https://api.elsevier.com/content/article/PII:S107529350800072X?httpAccept=text/plain
Psychology in the Schools10.1002/pits.219452016538787-803THE ROLE OF CATTELL-HORN-CARROLL (CHC) COGNITIVE ABILITIES IN PREDICTING WRITING ACHIEVEMENT DURING THE SCHOOL-AGE YEARSDamien C. Cormier, Okan Bulut, Kevin S. McGrew, Jessica Frisonhttps://api.wiley.com/onlinelibrary/tdm/v1/articles/10.1002%2Fpits.21945, https://onlinelibrary.wiley.com/doi/full/10.1002/pits.21945
Assessing Writing10.1016/j.asw.2004.01.00320049156-75Assessing and teaching what we value: The relationship between college-level writing and critical thinking abilitiesWilliam Condon, Diane Kelly-Rileyhttps://api.elsevier.com/content/article/PII:S1075293504000042?httpAccept=text/xml, https://api.elsevier.com/content/article/PII:S1075293504000042?httpAccept=text/plain
World Englishes10.1111/j.1467-971x.2010.01680.x2010294536-545Asian linkages in children's writing and writing for childrenSHIRLEY GEOK-LIN LIMhttps://api.wiley.com/onlinelibrary/tdm/v1/articles/10.1111%2Fj.1467-971X.2010.01680.x, http://onlinelibrary.wiley.com/wol1/doi/10.1111/j.1467-971X.2010.01680.x/fullpdf
Assessing Writing10.1016/j.asw.2021.100593202251100593Incremental Intelligence Matters: How L2 Writing Mindsets Impact Feedback Orientation and Self-Regulated Learning Writing StrategiesJian Xuhttps://api.elsevier.com/content/article/PII:S1075293521000829?httpAccept=text/xml, https://api.elsevier.com/content/article/PII:S1075293521000829?httpAccept=text/plain
TEACHING Exceptional Children10.1177/004005999202500107199225126-30Shared WritingNancy Mather, Betsy L. Lachowiczhttp://journals.sagepub.com/doi/pdf/10.1177/004005999202500107, http://journals.sagepub.com/doi/pdf/10.1177/004005999202500107
Reading and Writing10.1007/s11145-008-9128-82008227755-789Relationship between reading/writing skills and cognitive abilities among Japanese primary-school children: normal readers versus poor readers (dyslexics)Akira Uno, Taeko N. Wydell, Noriko Haruhara, Masato Kaneko, Naoko Shinyahttp://link.springer.com/content/pdf/10.1007/s11145-008-9128-8.pdf, http://link.springer.com/article/10.1007/s11145-008-9128-8/fulltext.html, http://link.springer.com/content/pdf/10.1007/s11145-008-9128-8