Zobrazeno 1 - 10
of 14
pro vyhledávání: '"A. Angelique Aitken"'
Autor:
Steve Graham, April Camping, Karen R. Harris, A. Angelique Aitken, John M. Wilson, Jeanne Wdowin, Clarence Ng
Publikováno v:
International Journal of TESOL Studies, Vol 3, Iss 1, Pp 1-13 (2021)
The purpose of this study was to examine the writing performance and motivational beliefs of students who were identified by their school district as English language learners. The study included 880 students (463 girls; 417 boys) in grades three to
Externí odkaz:
https://doaj.org/article/47e684d931464eefa58c5a7c3b549049
Publikováno v:
Frontiers in Psychology, Vol 14 (2023)
Externí odkaz:
https://doaj.org/article/32366af2c44a4c21a13561543d6080ee
Autor:
Steve Graham, Allen G. Harbaugh-Schattenkirk, A. Angelique Aitken, Karen R. Harris, Clarence Ng, John M. Wilson, Jeanne Wdowin
Publikováno v:
Educational Psychology Review. 35
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::90a7894d55e6ebd935f697973d461096
https://doi.org/10.1007/s10648-023-09742-4
https://doi.org/10.1007/s10648-023-09742-4
Autor:
Angelique Aitken, Joseph D. Sweet, Tanya Santangelo, Michael Hebert, Steve Graham, Kristi L. Eustice, Karen R. Harris, Clarence Ng, April Camping
Publikováno v:
Journal of Educational Psychology. 113:1481-1506
In this meta-analysis, we examined whether children identified with reading difficulties (RD) evidence writing difficulties. We included studies comparing children with RD with (a) typically developing peers matched on age (k = 87 studies) and (b) ty
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::ad30bc5e4e26bf7e8a6051dcd8459abf
https://doi.org/10.1037/edu0000643
https://doi.org/10.1037/edu0000643
Many educators assume that choice in writing leads to better writing outcomes; however, there are few studies to support this belief. In the present study, we examined the effects of choice and preference on writing quality with college students. The
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::beb111bf78fbe90c170a0d896e6e288c
https://acuresearchbank.acu.edu.au/item/8z4x5/the-effects-of-choice-versus-preference-on-writing-and-the-mediating-role-of-perceived-competence
https://acuresearchbank.acu.edu.au/item/8z4x5/the-effects-of-choice-versus-preference-on-writing-and-the-mediating-role-of-perceived-competence
Publikováno v:
Psychological trauma : theory, research, practice and policy. 13(1)
OBJECTIVE Youth who receive services in residential programs have high rates of traumatic exposure and associated symptoms of Posttraumatic Stress Disorder (PTSD). Little information is available on specific social skills training that could be benef
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::9b3e19d5c0dcf863db11ef8acb218225
https://pubmed.ncbi.nlm.nih.gov/32378925
https://pubmed.ncbi.nlm.nih.gov/32378925
The purpose of this study was to compare the motivational incentives for writing of middle school emergent bilingual students with their peers whose first language was English. The study included 285 emergent bilingual students (146 girls, 139 boys)
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::1cef8c46d9ac21dfb55efda32e2c9151
https://acuresearchbank.acu.edu.au/item/8vx2v/writing-motivational-incentives-of-middle-school-emergent-bilingual-students
https://acuresearchbank.acu.edu.au/item/8vx2v/writing-motivational-incentives-of-middle-school-emergent-bilingual-students
Autor:
Angelique Aitken
Publikováno v:
Proceedings of the 2020 AERA Annual Meeting.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::a58b7e4849f1e9e0de7239b7b28859a6
https://doi.org/10.3102/1573910
https://doi.org/10.3102/1573910
Autor:
Steve Graham, Kay Wijekumar, Angelique Aitken, Ashley Barkel, Amber B. Ray, Julia D. Houston, Karen R. Harris, Pui Wa Lei
Publikováno v:
Reading and Writing. 32:1431-1457
A core tenet of the model of domain learning is that learning is shaped by cognitive and motivational forces. In writing, these catalysts include learners’ knowledge, motivation, strategic behaviors, and skills. This study tested this proposition a
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::743d8d92476883949f4b56e561fc6184
https://doi.org/10.1007/s11145-018-9836-7
https://doi.org/10.1007/s11145-018-9836-7
Autor:
Jennifer Holzapfel, Angelique Aitken, Karen R. Harris, Steve Graham, Brendan John Bartlett, Chi-hung Ng, Xinghua Liu
Publikováno v:
Reading Research Quarterly. 53:279-304
Reading and writing are critical to students’ success in and outside of school. Because they draw on common sources of knowledge and cognitive processes, involve meaning making, and can be used conjointly to accomplish important learning goals, it
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::8e96f2b8e0b58cfaf2e3ca882fd9ce08
https://doi.org/10.1002/rrq.194
https://doi.org/10.1002/rrq.194