| Phonological awareness intervention research: A critical review of the experimental methodology GA Troia Reading Research Quarterly 34 (1), 28-52, 1999 | 424 | 1999 |
| 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 | 329 | 2013 |
| 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 | 323 | 2002 |
| Writing instruction for students with learning disabilities GA Troia Handbook of writing research 23 (2), 324-336, 2006 | 286 | 2006 |
| Motivation research in writing: Theoretical and empirical considerations GA Troia, RK Shankland, KA Wolbers Reading & writing quarterly 28 (1), 5-28, 2012 | 276 | 2012 |
| Writing and self-regulation: Cases from the self-regulated strategy development model. S Graham, KR Harris, GA Troia Guilford Publications, 1998 | 226 | 1998 |
| 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 | 220 | 2003 |
| 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 | 203 | 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 | 159 | 2007 |
| Phonological processing and its influence on literacy learning GA Troia Handbook of language and literacy: Development and disorders 271, 301, 2004 | 158 | 2004 |
| 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 | 157 | 2011 |
| 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 | 147 | 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 | 130 | 2017 |
| Evidence-based practices for writing instruction (Document No. IC-5) G Troia Retrieved from University of Florida, Collaboration for Effective Educator …, 2014 | 124* | 2014 |
| Teaching writing strategies to middle school students with disabilities BW Monroe, GA Troia The Journal of Educational Research 100 (1), 21-33, 2006 | 118 | 2006 |
| Instruction and assessment for struggling writers: Evidence-based practices GA Troia Guilford Press, 2011 | 110 | 2011 |
| 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 |
| 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 | 88 | 2003 |
Steve GrahamProfessor, Arizona State University確認したメール アドレス: asu.edu