References: Explaining Their Thinking

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Bouwer, R., Koster, M., & van den Bergh, H. (2018). Effects of a strategy-focused instructional program on the writing quality of upper elementary students in the Netherlands. Journal of Educational Psychology, 110(1), 58.

Gillespie, A., & Graham, S. (2014). A meta-analysis of writing interventions for students with learning disabilities. Exceptional Children, 80(4), 454-473.

Hartman, H. J. (2001). Developing students' metacognitive knowledge and skills. In Metacognition in learning and instruction. Dordrecht, The Netherlands: Kluwer Academic Publishers.

Kray, J., Gaspard, H., Karbach, J., & Blaye, A. (2013). Developmental changes in using verbal self-cueing in task-switching situations: The impact of task practice and task-sequencing demands. Frontiers in Psychology, 4, 940.

Kucan, L., & Beck, I. L. (1997). Thinking aloud and reading comprehension research: Inquiry, instruction, and social interaction. Review of Educational Research, 67(3), 271-299.

Mariage, T.V. (1995). Why students learn: The nature of teacher talk during reading. Learning Disability Quarterly, 18(3), 214-234.

National Reading Panel (US). (2000). Report of the national reading panel: Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups. Washington, DC: National Institute of Child Health and Human Development, National Institutes of Health.

Rosenshine, B. (2012). Principles of instruction: Research-based strategies that all teachers should know. American Educator, 36(1), 12-19, 39.