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Baker, S. F., & Lastrapes, R. E. (2019). The writing performance of elementary students using a digital writing application: Results of a teacher–librarian collaboration. Interactive Technology and Smart Education, 16(4), 343-362.
Camacho, A., Alves, R. A., & Boscolo, P. (2021). Writing motivation in school: A systematic review of empirical research in the early twenty-first century. Educational Psychology Review, 33(1), 213-247.
Marcos, R. I. S., Fernández, V. L., González, M. T. D., & Phillips-Silver, J. (2020). Promoting children's creative thinking through reading and writing in a cooperative learning classroom. Thinking Skills and Creativity, 36, 100663.
Montésinos-Gelet, I., & Morin, M. F. (2005). The impact of a cooperative approximate spelling situation in a kindergarten setting. L1-educational Studies in Language and Literature, 5(3), 365-383.
Nixon, J. G., & Topping, K. J. (2001). Emergent writing: The impact of structured peer interaction. Educational Psychology, 21(1), 41-58.
Talib, T., & Cheung, Y. L. (2017). Collaborative writing in classroom instruction: A synthesis of recent research. The English Teacher, 46(2).
Vass, E. (2007). Exploring processes of collaborative creativity—The role of emotions in children's joint creative writing. Thinking skills and Creativity, 2(2), 107-117.
Zhang, M., & Plonsky, L. (2020). Collaborative writing in face-to-face settings: A substantive and methodological review. Journal of Second Language Writing, 49, 100753.