On the public citation graph

Preventing Writing Difficulties: The Effects of Planning Strategy Instruction on the Writing Performance of Struggling Writers

https://doi.org/10.1207/s15327035ex1201_2
0 signed · 132 inferred · view as graph

Inferred edges come from two machine sources: sweeps of open repository metadata (mostly SSRN and Zenodo), and a bulk OpenAlex citation snapshot. Every row below is labelled with the one it came from. Neither is a complete citation index — absence here is not evidence of absence.

Is this your work? Sign in with ORCID and put your name on the claims that are yours.
Claim with ORCID
Reference health. See whether every reference in this work resolves to a known work and none has been retracted — and get a dated CiteStamped badge you can embed.
See reference health

What this work says

Outgoing claims: the papers this work cites, builds on, or argues with.

inferredcites →https://doi.org/10.1007/springerreference_180722openalex-snapshot
Woodcock-Johnson III Tests of Achievement
inferredcites →https://doi.org/10.1037//0022-0663.84.3.340openalex-snapshot
Direct teaching, strategy instruction, and strategy instruction with explicit self-regulation: Effects on the composition skills and self-efficacy of students with learning disabilities.
inferredcites →https://doi.org/10.1037//0022-0663.89.1.170openalex-snapshot
Role of mechanics in composing of elementary school students: A new methodological approach.
inferredcites →https://doi.org/10.1037//0022-0663.90.4.587openalex-snapshot
Early intervention for spelling problems: Teaching functional spelling units of varying size with a multiple-connections framework.
inferredcites →https://doi.org/10.1037//0022-0663.91.1.44openalex-snapshot
Relationship between automaticity in handwriting and students' ability to generate written text.
inferredcites →https://doi.org/10.1037//0022-0663.92.4.620openalex-snapshot
Is handwriting causally related to learning to write? Treatment of handwriting problems in beginning writers.
inferredcites →https://doi.org/10.1037//0022-0663.94.4.669openalex-snapshot
Contribution of spelling instruction to the spelling, writing, and reading of poor spellers.
inferredcites →https://doi.org/10.1037/0022-0663.81.3.353openalex-snapshot
Components analysis of cognitive strategy instruction: Effects on learning disabled students' compositions and self-efficacy.
inferredcites →https://doi.org/10.1080/10862969009547819openalex-snapshot
Incorporating Strategy Instruction Within the Writing Process in the Regular Classroom: Effects on the Writing of Students with and without Learning Disabilities
inferredcites →https://doi.org/10.1111/0938-8982.00009openalex-snapshot
Prevention and Intervention of Writing Difficulties for Students with Learning Disabilities
inferredcites →https://doi.org/10.2307/1511233openalex-snapshot
The Early Literacy Project: Connecting across the Literacy Curriculum
inferredcites →https://doi.org/10.2307/1511259openalex-snapshot
Programmatic Intervention Research: Illustrations from the Evolution of Self-Regulated Strategy Development

What points at this work

Incoming claims: where this work appears in other papers’ reference lists and arguments.

inferred← citeshttps://doi.org/10.2139/ssrn.4593928openalex-extracted
inferred← citeshttps://doi.org/10.1002/9780470741252.ch11openalex-snapshot
Using Assistive Technologies to Address the Written Expression Needs of the Twice‐exceptional Student
inferred← citeshttps://doi.org/10.1007/978-3-319-64274-1_11openalex-snapshot
Designs for Learning Analytics to Support Information Problem Solving
inferred← citeshttps://doi.org/10.1007/978-3-319-75438-3_13openalex-snapshot
Emotional Challenges Faced by L2 Teachers When Teaching and Assessing Students with Learning Disabilities and Difficulties
inferred← citeshttps://doi.org/10.1007/s10864-008-9076-zopenalex-snapshot
Brief Experimental Analysis of Written Letter Formation: Single-Case Demonstration
inferred← citeshttps://doi.org/10.1007/s10864-012-9156-yopenalex-snapshot
Meta-Analysis of Single-Case Design Research on Self-Regulatory Interventions for Academic Performance
inferred← citeshttps://doi.org/10.1007/s11145-012-9384-5openalex-snapshot
Improving the writing and knowledge of emergent writers: the effects of self-regulated strategy development
inferred← citeshttps://doi.org/10.1007/s11145-016-9710-4openalex-snapshot
Writing week-journals to improve the writing quality of fourth-graders’ compositions
inferred← citeshttps://doi.org/10.1007/s11145-020-10088-4openalex-snapshot
Exploring the short-term and maintained effects of strategic instruction on the writing of 4th grade students: should strategies be focused on the process?
inferred← citeshttps://doi.org/10.1007/s11145-021-10159-0openalex-snapshot
Writing intervention with elementary students struggling with writing: examining approach profiles to the teacher feedback on writing quality and motivational variables
inferred← citeshttps://doi.org/10.1007/s11145-022-10281-7openalex-snapshot
The use of advanced planning among emerging writers
inferred← citeshttps://doi.org/10.1007/s40617-021-00627-yopenalex-snapshot
Exploring Quality in the Applied Behavior Analysis Service Delivery Industry
inferred← citeshttps://doi.org/10.1016/b978-012554257-9/50012-7openalex-snapshot
Promoting Internal and External Validity
inferred← citeshttps://doi.org/10.1016/j.tate.2022.103846openalex-snapshot
Teacher-implemented self-regulated strategy development instruction for story writing with year 2 students in Aotearoa/New Zealand: A mixed methods study
inferred← citeshttps://doi.org/10.1037/0022-0663.100.4.879openalex-snapshot
A meta-analysis of single subject design writing intervention research.
inferred← citeshttps://doi.org/10.1044/2024_lshss-23-00187openalex-snapshot
Writing in Elementary Students With Language-Based Learning Disabilities: A Pilot Study to Examine Feasibility and Promise
inferred← citeshttps://doi.org/10.1080/00094056.2011.10521453openalex-snapshot
Ask,Reflect, TextA narrative Story-Writing Strategy
inferred← citeshttps://doi.org/10.1080/02568543.2011.606758openalex-snapshot
Ask, Reflect, Text: Illustrating Story Plans With Art
inferred← citeshttps://doi.org/10.1080/02568543.2019.1568328openalex-snapshot
Teacher-Implemented Self-Regulated Strategy Development for Story Writing With 6-Year-Olds in a Whole-Class Setting in New Zealand
inferred← citeshttps://doi.org/10.1080/07370008.2022.2137166openalex-snapshot
“We Ask So Much of These Tiny Humans”: Supporting Beginning Teachers to Honor the Dignity of Young People as Mathematical Learners
inferred← citeshttps://doi.org/10.1080/09362835.2012.724624openalex-snapshot
Improving the Writing Performance of High School Students with Attention Deficit/Hyperactivity Disorder and Writing Difficulties
inferred← citeshttps://doi.org/10.1080/09362835.2012.724626openalex-snapshot
Paraeducator-Led Strategy Instruction for Struggling Writers
inferred← citeshttps://doi.org/10.1080/09362835.2013.802234openalex-snapshot
Using Art Media During Prewriting: Helping Students with Dysgraphia Manage Idea Generation Before Encoding Text
inferred← citeshttps://doi.org/10.1080/10573569.2012.632730openalex-snapshot
Teaching Elementary School Students to Play With Meanings and Genre
inferred← citeshttps://doi.org/10.1080/10573569.2013.741945openalex-snapshot
Response to Intervention in Writing: A Suggested Framework for Screening, Intervention, and Progress Monitoring
inferred← citeshttps://doi.org/10.1080/10573569.2017.1344941openalex-snapshot
Triangulating Teacher Perception, Classroom Observations, and Student Work to Evaluate Secondary Writing Programs
inferred← citeshttps://doi.org/10.1080/10573569.2019.1600085openalex-snapshot
Teaching Summary Writing to Students with Learning Disabilities via Strategy Instruction
inferred← citeshttps://doi.org/10.1080/10573569.2019.1604278openalex-snapshot
Teacher-Implemented Writing Instruction for Elementary Students: A Literature Review
inferred← citeshttps://doi.org/10.1080/10573569.2020.1832940openalex-snapshot
A 17-Week Teacher-Implemented Story Writing Intervention With Year 2 Students in New Zealand: A Mixed Methods Study
inferred← citeshttps://doi.org/10.1080/10888438.2024.2442568openalex-snapshot
Enhancing Narrative Writing Abilities by Practicing Mentalization Skills
inferred← citeshttps://doi.org/10.1080/10888438.2026.2732983openalex-snapshot
Instructional Practices for the Component Skills of Writing: A Theoretically Grounded Synthesis
inferred← citeshttps://doi.org/10.1080/19411240903392418openalex-snapshot
Speed of Printing Familiar and Unfamiliar Passages in Second-, Third-, and Fourth-Grade Students
inferred← citeshttps://doi.org/10.1080/23796529.2012.11674696openalex-snapshot
Illustrating Story Plans: Does a Mnemonic Strategy including Art Media render more Elaborate Text?
inferred← citeshttps://doi.org/10.1093/oxfordhb/9780199841332.013.40openalex-snapshot
Scientifically Supported Writing Practices
inferred← citeshttps://doi.org/10.1097/tld.0000000000000340openalex-snapshot
Implementing Strategy-Based Instruction for Struggling Writers via Telepractice
inferred← citeshttps://doi.org/10.1108/s0735-004x(2010)0000023009openalex-snapshot
Writing: Underutilized for young children with disabilities?
inferred← citeshttps://doi.org/10.1108/s0735-004x20220000032003openalex-snapshot
When Standard Approaches Fail: Advances in the Conceptualization and Delivery of Intensive Interventions
inferred← citeshttps://doi.org/10.1111/1471-3802.12391openalex-snapshot
Story composition, mental state language and self‐regulated strategy instruction for writers with autism spectrum conditions
inferred← citeshttps://doi.org/10.1145/3643834.3661577openalex-snapshot
AINeedsPlanner: A Workbook to Support Effective Collaboration Between AI Experts and Clients
inferred← citeshttps://doi.org/10.11591/edulearn.v8i4.386openalex-snapshot
Writing-skills Intervention Programming and its being a Component of Response to Intervention
inferred← citeshttps://doi.org/10.1177/001440290607300103openalex-snapshot
Self-Regulated Strategy Development for Written Expression with Students with Attention Deficit/Hyperactivity Disorder
inferred← citeshttps://doi.org/10.1177/001440290807400404openalex-snapshot
Using Self-Regulated Strategy Development to Improve Expository Writing with Students with Attention Deficit Hyperactivity Disorder
inferred← citeshttps://doi.org/10.1177/001440290907500303openalex-snapshot
Teaching Writing to At-Risk Students: The Quality of Evidence for Self-Regulated Strategy Development
inferred← citeshttps://doi.org/10.1177/001440291007600202openalex-snapshot
Improving the Persuasive Essay Writing of High School Students with ADHD
inferred← citeshttps://doi.org/10.1177/001440291007700105openalex-snapshot
Planning Instruction and Self-Regulation Training: Effects on Writers with Autism Spectrum Disorders
inferred← citeshttps://doi.org/10.1177/0014402915591697openalex-snapshot
Emphasizing Planning for Essay Writing With a Computer-Based Graphic Organizer
inferred← citeshttps://doi.org/10.1177/0022219417708169openalex-snapshot
Early Writing Intervention: A Best Evidence Synthesis
inferred← citeshttps://doi.org/10.1177/00224669050390010301openalex-snapshot
Improving the Writing Performance of Young Struggling Writers
inferred← citeshttps://doi.org/10.1177/00224669060400020301openalex-snapshot
Improving the Writing Performance of Struggling Writers in Second Grade
inferred← citeshttps://doi.org/10.1177/0022466907310370openalex-snapshot
The Effects of Self-Regulated Strategy Development on the Writing Performance of Second-Grade Students With Behavioral and Writing Difficulties
inferred← citeshttps://doi.org/10.1177/0022466908331044openalex-snapshot
Story Writing
inferred← citeshttps://doi.org/10.1177/0022466912474101openalex-snapshot
Persuasive Writing and Self-Regulation Training for Writers With Autism Spectrum Disorders
inferred← citeshttps://doi.org/10.1177/004005990703900404openalex-snapshot
Integrating a Story Writing Strategy into a Resource Curriculum
inferred← citeshttps://doi.org/10.1177/004005990703900405openalex-snapshot
GO 4 it … Now!
inferred← citeshttps://doi.org/10.1177/016264341503000103openalex-snapshot
The Effects of Computer Graphic Organizers on the Narrative Writing of Elementary School Students with Specific Learning Disabilities
inferred← citeshttps://doi.org/10.1177/07319487241250335openalex-snapshot
Synthesis of Writing Intervention Studies for English Learners With Learning Disabilities
inferred← citeshttps://doi.org/10.1177/07410883251410152openalex-snapshot
Exploring the Relationship Between Plan Features and Argument Essay Performance
inferred← citeshttps://doi.org/10.1177/0741932510362242openalex-snapshot
Examining Effects of Writing Interventions
inferred← citeshttps://doi.org/10.1177/10534512040390050901openalex-snapshot
Improve Writing Ability
inferred← citeshttps://doi.org/10.1177/1053451208328829openalex-snapshot
Modified Cognitive Strategy Instruction
inferred← citeshttps://doi.org/10.1177/1053451208330895openalex-snapshot
Effects of Planning Instruction on a Young Writer With Asperger Syndrome
inferred← citeshttps://doi.org/10.1177/1088357613475811openalex-snapshot
Comparing and Combining Accommodation and Remediation Interventions to Improve the Written-Language Performance of Children With Asperger Syndrome
inferred← citeshttps://doi.org/10.1177/15257401221077209openalex-snapshot
Self-Regulated Strategy Development for Writing: Case Study of a Female With Autism Spectrum Disorder
inferred← citeshttps://doi.org/10.1177/215416471404900107openalex-snapshot
Self-Regulated Strategy Development: Effects on Writers with Autism Spectrum Disorders
inferred← citeshttps://doi.org/10.1207/s15326942dn2901_7openalex-snapshot
Subtypes of Written Expression in Elementary School Children: A Linguistic-Based Model
inferred← citeshttps://doi.org/10.12963/csd.13083openalex-snapshot
The Effects of Writing Instruction with Self-Regulated Strategy Development on the Narrative Composition of Students with Learning Disabilities
inferred← citeshttps://doi.org/10.13021/mars/4322openalex-snapshot
The Effects of Self-Regulated Strategy Development on the Written Language Performance of Students on the Autism Spectrum
inferred← citeshttps://doi.org/10.1353/hsj.2015.0019openalex-snapshot
Fostering High-School Students’ Self-Regulated Learning Online and Across Academic Domains
inferred← citeshttps://doi.org/10.1515/jser-2015-0004openalex-snapshot
An Evidence-Based Analysis of Self-Regulated Strategy Development Writing Interventions for Students with Specific Learning Disabilities
inferred← citeshttps://doi.org/10.1521/adhd.2007.15.2.9openalex-snapshot
Strategy Instruction for Written Expression with Students with ADHD
inferred← citeshttps://doi.org/10.15390/eb.2016.6752openalex-snapshot
The Effect of Process-Based Writing Focused on Metacognitive Skills-Oriented to Fourth Grade Students’ Narrative Writing Skill
inferred← citeshttps://doi.org/10.16916/aded.1202327openalex-snapshot
Öz-Düzenleyici Strateji Gelişimi Modelinin Özel Yetenekli Öğrencilerin Yazma Becerilerine Etkisi
inferred← citeshttps://doi.org/10.16916/aded.882210openalex-snapshot
Özdüzenlemeli Strateji Geliştirme Modeli ile Yapılandırılan Planlama ve Yazma Stratejileri Öğretiminin Planlama ile Yazma Başarısına ve Kalıcılığa Etkisi
inferred← citeshttps://doi.org/10.17507/tpls.0604.10openalex-snapshot
Applying Different Interventions to Teach Writing to Students with Disabilities: A Review Study
inferred← citeshttps://doi.org/10.17755/esosder.304705openalex-snapshot
SINIF ÖĞRETMENLERİNİN YAZMA GÜÇLÜĞÜNE İLİŞKİN GÖRÜŞLERİ
inferred← citeshttps://doi.org/10.17760/d20128396openalex-snapshot
Teachers of struggling writers in the upper elementary grades
inferred← citeshttps://doi.org/10.17770/er2024.2.8287openalex-snapshot
DEVELOPMENT OF WRITING SKILLS OF STUDENTS WITH MILD OR MODERATE MENTAL DISORDERS IN PRIMARY SCHOOL
inferred← citeshttps://doi.org/10.17979/reipe.2016.3.1.1174openalex-snapshot
Intervención en la planificación de la escritura en primer curso de Enseñanza Primaria || Intervention in writing planning processes in first-grade primary school students
inferred← citeshttps://doi.org/10.18296/set.0215openalex-snapshot
Planning for writing: What the results of NMSSA tell us about students’ use of planning strategies
inferred← citeshttps://doi.org/10.21093/ijeltal.v2i1.44openalex-snapshot
The Effect of Self Regulated Strategy Development on Students’ Skill to Write Persuasive Text
inferred← citeshttps://doi.org/10.21608/jfust.2021.264241openalex-snapshot
An Investigation of the Relationship between EFL University Students' Writing Performance and their Writing Self-Regulation
inferred← citeshttps://doi.org/10.21608/mtkh.2020.168255openalex-snapshot
فعالية برنامج قائم على الخرائط الذهنية في خفض صعوبات التعبير الکتابي لدى طلاب المرحلة الابتدائية ذوي صعوبات التعلم
inferred← citeshttps://doi.org/10.21608/mtkh.2022.232029openalex-snapshot
"فعالية برنامج للتعليم العلاجي قائم على استراتيجية التعلم التعاوني في تنمية التعبير الکتابي في اللغة الإنجليزية لدى طلاب المرحلة الابتدائية ذوي صعوبات التعلم"
inferred← citeshttps://doi.org/10.21615/cesp.3170openalex-snapshot
Intervención en estrategias metacognitivas para el mejoramiento de los procesos de composición escrita: estado de la cuestión
inferred← citeshttps://doi.org/10.2307/25474635openalex-snapshot
Increasing Story Quality through Planning and Revising: Effects on Young Writers with Learning Disabilities
inferred← citeshttps://doi.org/10.2307/30035555openalex-snapshot
Increasing Story-Writing Ability through Self-Regulated Strategy Development: Effects on Young Writers with Learning Disabilities
inferred← citeshttps://doi.org/10.24093/awej/vol14no3.21openalex-snapshot
The Effects of Self-Regulated Strategy Development on Writing Skill and Self-Regulated Learning of Thai High School Students
inferred← citeshttps://doi.org/10.24247/ijesrfeb201811openalex-snapshot
Self- regulated Learning and Well-being in Mainstream Classrooms,Focussing the Lens on Students with Learning Disability
inferred← citeshttps://doi.org/10.25082/amler.2025.02.004openalex-snapshot
Programming for Students Who Struggle with Writing: How Strategy Instruction, Technology and Assessment can Promote Students’ Writing Improvement
inferred← citeshttps://doi.org/10.25134/erjee.v5i2.533openalex-snapshot
AN INVESTIGATION OF ACADEMIC WRITING PROBLEMS LEVEL FACED BY UNDERGRADUATE STUDENTS AT AL IMAM AL MAHDI UNIVERSITY- SUDAN
inferred← citeshttps://doi.org/10.25148/etd.fi12080632openalex-snapshot
The Use of Computer Graphic Organizers For Narrative Writing By Elementary School Students With Specific Learning Disabilities
inferred← citeshttps://doi.org/10.25335/m55m63openalex-snapshot
TEACHING CHILDREN WITH SPECIFIC LANGUAGE IMPAIRMENT TO PLAN AND REVISE COMPARE-CONTRAST TEXTS
inferred← citeshttps://doi.org/10.26634/jsch.13.3.13955openalex-snapshot
Writing Instruction And The Common Core State Standards: Integrating Technology Into Writing Interventions
inferred← citeshttps://doi.org/10.26655/mjltm.2017.7.1openalex-snapshot
inferred← citeshttps://doi.org/10.26686/wgtn.17006203.v1openalex-snapshot
Language Learning Strategies: An Action Research Study from a Sociocultural Perspective of Practices in Secondary School English Classes in the Seychelles
inferred← citeshttps://doi.org/10.26686/wgtn.17151146.v1openalex-snapshot
Teacher-Implemented Self-Regulated Strategy Development Instruction for Story Writing with Year Two Students in New Zealand
inferred← citeshttps://doi.org/10.29322/ijsrp.11.06.2021.p11451openalex-snapshot
Enhancing ESL Learners’ Sentence Construction via Sentence-Combining Practice
inferred← citeshttps://doi.org/10.2991/aes-18.2019.100openalex-snapshot
SMEMFLE I 4.0 DE: A synergetic multi-layered educational model for learning excellence in industry 4.0 and disruption era
inferred← citeshttps://doi.org/10.30466/ijltr.2021.120973openalex-snapshot
Impact of a Socio-cognitive Approach to Teaching English Language Writing on Primary School Students’ Compositions
inferred← citeshttps://doi.org/10.30703/cije.1185493openalex-snapshot
Öğrenciler Tarafından Yazılan Hikâye Edici Metinlerin Okuduğunu Anlama Üzerindeki Etkisi
inferred← citeshttps://doi.org/10.3102/00028312043002295openalex-snapshot
Improving the Writing, Knowledge, and Motivation of Struggling Young Writers: Effects of Self-Regulated Strategy Development With and Without Peer Support
inferred← citeshttps://doi.org/10.3109/13668250.2019.1698286openalex-snapshot
Effectiveness of teaching story-writing strategy to students with intellectual disabilities and their non-disabled peers
inferred← citeshttps://doi.org/10.3200/joer.102.5.323-332openalex-snapshot
Teaching Young Students Strategies for Planning and Drafting Stories: The Impact of Self-Regulated Strategy Development
inferred← citeshttps://doi.org/10.3200/psfl.54.1.2-11openalex-snapshot
Helping Students to Add Detail and Flair to Their Stories
inferred← citeshttps://doi.org/10.33015/dominican.edu/2019.edu.o5openalex-snapshot
Writing Underachievement
inferred← citeshttps://doi.org/10.33206/mjss.954021openalex-snapshot
Öz Düzenleme Stratejisi Gelişimi Öğretiminin Ortaokul Öğrencilerinin Üstbilişsel Yazma Farkındalıklarına Etkisi
inferred← citeshttps://doi.org/10.3389/feduc.2020.565213openalex-snapshot
The Impact of an Explicit Writing Intervention on EFL Students’ Short Story Writing
inferred← citeshttps://doi.org/10.3389/fpsyg.2021.572437openalex-snapshot
Measuring Cognitive Load Using In-Game Metrics of a Serious Simulation Game
inferred← citeshttps://doi.org/10.35675/befdergi.1199701openalex-snapshot
İlkokul Dördüncü Sınıf Öğrencilerinin Eleştirel Yazma Becerilerinin Geliştirilmesinde Öz Düzenlemeli Strateji Geliştirme Modelinin Etkisi
inferred← citeshttps://doi.org/10.37233/trsped.2022.0130openalex-snapshot
POW Strategy to Improve Written Expression Skills of Students with Autism Spectrum Disorder: A Literature Review
inferred← citeshttps://doi.org/10.4018/978-1-4666-5015-2.ch004openalex-snapshot
Helping Struggling Writers
inferred← citeshttps://doi.org/10.4018/978-1-5225-0034-6.ch057openalex-snapshot
Helping Struggling Writers
inferred← citeshttps://doi.org/10.4236/ojml.2023.135046openalex-snapshot
Why Write More When You Can Write Less? EFL Students’ Insights on Prewriting
inferred← citeshttps://doi.org/10.46827/ejel.v8i3.4889openalex-snapshot
L2 WRITING ANXIETY AND TEACHER’S COMMUNICATION BEHAVIOR AS PREDICTORS OF RESEARCH SELF-EFFICACY OF STUDENTS
inferred← citeshttps://doi.org/10.51460/baebd.804736openalex-snapshot
Türkçe Öğretmeni Adaylarının Özdüzenlemeli Strateji Geliştirme Modeliyle Yapılandırılan Planlama ve Yazma Stratejileri Öğretimine İlişkin Görüşleri
inferred← citeshttps://doi.org/10.54536/ajet.v1i1.328openalex-snapshot
Development and Validation of a Basic Sentence Structure Worktext
inferred← citeshttps://doi.org/10.5861/ijrse.2015.1009openalex-snapshot
Applying self-regulated strategy development model of instruction to teach writing skill: Effects on writing performance and writing motivation of EFL learners
inferred← citeshttps://doi.org/10.58837/chula.the.2021.1113openalex-snapshot
การพฒนากระบวนการเรยนการสอนเขยนตามแนวคดการตอบสนองตอการชวยเหลอรวมกบแนวคดการสะทอนคดเพอสงเสรมความสามารถในการเขยนภาษาองกฤษเพอแสดงความคดเหนสำหรบนกเรยนประถมศกษาตอนปลาย
inferred← citeshttps://doi.org/10.5901/mjss.2013.v4n3p535openalex-snapshot
Academic Writing in an ODL Context: Perceptions and Experiences of First Year University Students
inferred← citeshttps://doi.org/10.64152/10125/44421openalex-snapshot
Computer-supported cooperative prewriting for enhancing young efl learners’ writing performance
Editorial review for independent work. ICSAC — the Institute for Complexity Science and Advanced Computing — runs a structured editorial panel for researchers publishing outside journals, and publishes on CiteStamp rails. Submission is free and goes through ORCID: icsacinstitute.org/submit.