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personal and environmental conditions (Schunk & Zimmerman, 2007; Zimmerman, 2000). However, the model does not seek to establish immutable stages, but rather emphasises the optimal sequence of social interactions necessary for learning according to a student’s level of self-regulation in the task in

In: Design Principles for Teaching Effective Writing

based on the principles of learning by observation from the social-cognitive theory (Bandura, 1986; Schunk, 1991). Extended research in the writing field has shown its effectiveness for improving students’ writing skills, in terms of thewriting process (Braaksma, Rijlaarsdam, van den Bergh, & van Hout

In: Design Principles for Teaching Effective Writing

Components Successful writing interventions are built on strong theoretical foundations. Writing interventions, like interventions in any other content area, must first and foremost be grounded in a strong theoretical foundation. Educa- tional intervention research as a whole is driven by diverse theories

In: Design Principles for Teaching Effective Writing

, 1989) and the more recent triple word form theory (Richards et al., 2006) emphasize the role of the interrelationships between the different word representations (phonologi- cal, orthographic, semantic, andmorphological) in reading and spelling. Over- 34 wengelin and arfé coming the traditional

Open Access
In: Writing Development in Struggling Learners

thesis University of Amsterdam. Graham, S., & Perin, D. (2007). A meta-analysis of writing instruction for adoles- cent students. Journal of Educational Psychology, 99(3), 445–476. doi: 10.1037/0022- 0663.99.3.445. Reigeluth, C.M. (Ed.) (1999). Instructional-design theories andmodels:Annewparadigm of

In: Design Principles for Teaching Effective Writing

adopted in work on multilingualism and ageing, i.e. a generative approach, and a usage-based approach. For the latter, we also include a section on Complex Dynamic Systems Theory ( CDST ), for the study of language development and change. This perspective is important, since it facilitates the merging of

In: Brill Research Perspectives in Multilingualism and Second Language Acquisition

letters from Vaquinhas, addressing not only the issue of CP in Timor but also in Macau (with which he was very familiar, having resided there), Flores and Malacca. The first letter relevant here is classified as anonymous ( hsa nr. B0022) and lacks date and location. However, Vaquinhas was clearly the

In: Journal of Language Contact

adopted in work on multilingualism and ageing, i.e. a generative approach, and a usage-based approach. For the latter, we also include a section on Complex Dynamic Systems Theory ( CDST ), for the study of language development and change. This perspective is important, since it facilitates the merging of

In: Multilingualism and Ageing