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Effects of goal setting and strategy use on the writing performance and self-efficacy of students with writing and learning problems.

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References

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312 cited

1992Direct teaching, strategy instruction, and strategy instruction with explicit self-regulation: Effects on the composition skills and self-efficacy of students with learning disabilities.249 cited

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2007Student- and instruction-level predictors of narrative writing in third-grade students129 cited
2007Enhancing online collaborative argumentation through question elaboration and goal instructions98 cited
2005The effect of goal instructions and need for cognition on interactive argumentation96 cited
2006Effects of two Types of Self-Regulatory Instruction Programs on Students with Learning Disabilities in Writing Products, Processes, and Self-Efficacy92 cited
2013Teaching planning or sentence-combining strategies: Effective SRSD interventions at different levels of written composition87 cited
2012Improving the writing and knowledge of emergent writers: the effects of self-regulated strategy development87 cited
2008Writing Instruction for Adolescents with Learning Disabilities: Programs of Intervention Research84 cited
2001Teaching Writing to Students With Attention Deficit Disorders and Specific Language Impairment81 cited
2005The Relationship Between Curriculum-Based Measures in Written Expression and Quality and Completeness of Expository Writing for Middle School Students74 cited
2010Motivating Students in Classrooms67 cited
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