Gary Troia

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Steve GrahamProfessor, Arizona State UniversityEmail yang diverifikasi di asu.edu
Kimberly WolbersUniversity of TennesseeEmail yang diverifikasi di utk.edu
karen r harrisArizona State University; Vanderbilt University; University of MarylandEmail yang diverifikasi di asu.edu
Allen G. HarbaughAssociate Professor, Longwood UniversityEmail yang diverifikasi di longwood.edu
Lisa HawkinsBall State UniversityEmail yang diverifikasi di bsu.edu
Mei ShenMichigan State UniversityEmail yang diverifikasi di msu.edu
Joshua WilsonUniversity of DelawareEmail yang diverifikasi di udel.edu
Heqiao WangDoctoral Student of Special EducationEmail yang diverifikasi di msu.edu
Stephen D WhitneyUniversity of MissouriEmail yang diverifikasi di missouri.edu
Heather L ReichmuthUniversity of Southern MaineEmail yang diverifikasi di maine.edu
Julie S. BrehmerAssistant Professor of Teacher Education, Saginaw Valley State UniversityEmail yang diverifikasi di svsu.edu
Adrea Truckenmiller, Ph.D., NCSPAssociate Professor of Special Education, Michigan State UniversityEmail yang diverifikasi di msu.edu
Diana L. Brandon (Formerly Diana Ca...Florida State UniversityEmail yang diverifikasi di fsu.edu
Eunsoo ChoUniversity of California -RiversideEmail yang diverifikasi di ucr.edu
Lori Skibbe, PhDMichigan State UniversityEmail yang diverifikasi di msu.edu
Howard GoldsteinUniversity of South FloridaEmail yang diverifikasi di usf.edu
Gustaf Bernhard Uno SkarNorwegian Centre for Writing Education and Research, Norwegian University of Science and TechnologyEmail yang diverifikasi di ntnu.no
Sarah E. WallaceProfessor of Speech-Language Pathology, University of PittsburghEmail yang diverifikasi di pitt.edu

Ikuti

Gary Troia

Michigan State University

Email yang diverifikasi di msu.edu

writing literacy teacher professional development developmental language disorders learning disabilities


Judul Urutkan menurut kutipan Urutkan menurut tahun Urutkan menurut judul	Dikutip oleh Dikutip oleh	Tahun
Phonological awareness intervention research: A critical review of the experimental methodology GA Troia Reading Research Quarterly 34 (1), 28-52, 1999	422	1999
The effectiveness of a highly explicit, teacher-directed strategy instruction routine: Changing the writing performance of students with learning disabilities GA Troia, S Graham Journal of learning disabilities 35 (4), 290-305, 2002	328	2002
Relationships between writing motivation, writing activity, and writing performance: Effects of grade, sex, and ability GA Troia, AG Harbaugh, RK Shankland, KA Wolbers, AM Lawrence Reading and Writing 26, 17-44, 2013	322	2013
Writing instruction for students with learning disabilities GA Troia Handbook of writing research 23 (2), 324-336, 2006	297	2006
Motivation research in writing: Theoretical and empirical considerations GA Troia, RK Shankland, KA Wolbers Reading & writing quarterly 28 (1), 5-28, 2012	274	2012
THE CONSULTANT'S CORNER:" Effective Writing Instruction Across the Grades: What Every Educational Consultant Should Know" GA Troia, S Graham Journal of Educational and Psychological consultation 14 (1), 75-89, 2003	227	2003
Writing and self-regulation: Cases from the self-regulated strategy development model. S Graham, KR Harris, GA Troia Guilford Publications, 1998	221	1998
The Common Core State Standards and evidence-based educational practices: The case of writing GA Troia, NG Olinghouse School Psychology Review 42 (3), 343-357, 2013	200	2013
Teaching students with learning disabilities to mindfully plan when writing GA Troia, S Graham, KR Harris Exceptional children 65 (2), 235-252, 1999	185	1999
Common core writing and language standards and aligned state assessments: A national survey of teacher beliefs and attitudes GA Troia, S Graham Reading and Writing 29, 1719-1743, 2016	179	2016
Development of writing knowledge in grades 2–8: A comparison of typically developing writers and their struggling peers SJ Cindy Lin, BW Monroe, GA Troia Reading & Writing Quarterly 23 (3), 207-230, 2007	163	2007
A year in the writing workshop: Linking writing instruction practices and teachers’ epistemologies and beliefs about writing instruction GA Troia, SC Lin, S Cohen, BW Monroe The Elementary School Journal 112 (1), 155-182, 2011	158	2011
Phonological processing and its influence on literacy learning GA Troia Handbook of language and literacy: Development and disorders 271, 301, 2004	157	2004
Self-regulated strategy development revisited: Teaching writing strategies to struggling writers S Graham, KR Harris, GA Troia Topics in Language Disorders 20 (4), 1-14, 2000	146	2000
Writing instruction in middle schools: Special and general education teachers share their views and voice their concerns GA Troia, ME Maddox Students who are exceptional and writing disabilities, 19-37, 2017	131	2017
Evidence-based practices for writing instruction (Document No. IC-5) G Troia Retrieved from University of Florida, Collaboration for Effective Educator …, 2014	119*	2014
Teaching writing strategies to middle school students with disabilities BW Monroe, GA Troia The Journal of Educational Research 100 (1), 21-33, 2006	115	2006
The neglected “R” in a time of Common Core Y Mo, RA Kopke, LK Hawkins, GA Troia, NG Olinghouse The Reading Teacher 67 (6), 445-453, 2014	101	2014
Research in Writing Instruction: What We Know and What We Need to Know. GA Troia The Guilford Press, 2007	86	2007
A close look at the efficacy of Fast ForWord Language for children with academic weaknesses GA Troia, SD Whitney Contemporary Educational Psychology 28 (4), 465-494, 2003	86	2003

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