References
Applebee, A., & Langer, J. (2011). A snapshot of writing instruction in middle and high schools. English Journal, 100, 14–27.
Ericsson, K. A. (2006). The influence of experience and deliberate practice on the development of superior expert performance. In K. A. Ericsson, N. Charness, R. R. Hoffman, & P. J. Feltovich (Eds.), The Cambridge handbook of expertise and expert performance(pp. 39–68). New York: Cambridge University Press.
Graham, S., Capizzi, A., Harris, K. R., Hebert, M., & Morphy, P. (2014). Teaching writing to middle school students: A national survey. Reading and Writing, 27(6), 1015–1042. https://doi.org/10.1007/s11145-013-9495-7
Graham, S., McKeown, D., Kiuhara, S., & Harris, K. R. (2012). A meta-analysis of writing instruction for students in the elementary grades. Journal of Educational Psychology,104(4), 879–896. http://dx.doi.org/10.1037/a0029185
Graham, S., & Perin, D. (2007). A meta-analysis of writing instruction for adolescent students. Journal of Educational Psychology, 99, 445–476. https://doi.org/10.1037/0022-0663.99.3.445
Kellogg, R. T., & Whiteford, A. P. (2009). Training advanced writing skills: The case for deliberate practice. Educational Psychologist, 44(4), 250–266. https://doi.org/10.1080/00461520903213600
Morgan, J., Shermis, M. D., Van Deventer, L., & Vander Ark, T. (2013) Automated Student Assessment Prize: Phase 1 & Phase 2. Retrieved from http://gettingsmart.com/wpcontent/uploads/2013/02/ASAP-Case-Study-FINAL.pdf
Palermo, C., & Thomson, M. M. (2018). Teacher Implementation of Self-Regulated Strategy Development with an Automated Writing Evaluation System: Effects on the Argumentative Writing Performance of Middle School Students. Contemporary Educational Psychology, 54, 255–270. https://doi.org/10.1016/j.cedpsych.2018.07.002
Payan, A. M., Keller-Margulis, M., Burridge, A. B., McQuillin, S. D., & Hassett, K. S. (2018). Assessing Teacher Usability of Written Expression Curriculum-Based Measurement. Assessment for Effective Intervention, 1–14. https://doi.org/10.1177/1534508418781007
Shermis, M. D. (2014). State-of-the-art automated essay scoring: Competition, results, and future directions from a United States demonstration. Assessing Writing, 20, 53–76. https://doi.org/10.1016/j.asw.2013.04.001
Shermis, M. D., & Hamner, B. (2013). Contrasting state-of-the-art automated scoring of essays. Handbook of automated essay evaluation: Current applications and new directions (pp. 313–346). New York: Routledge.
Wilson, J. (2018). Universal screening with automated essay scoring: Evaluating classification accuracy in grades 3 and 4. Journal of School Psychology, 68, 19–37. https://doi.org/10.1016/j.jsp.2017.12.005
Wilson, J., & Andrada, G. N. (2016). Using automated feedback to improve writing quality: Opportunities and challenges. In Y. Rosen, S. Ferrara, & M. Mosharraf (Eds.), Handbook of research on technology tools for real-world skill development (pp.678–703).Hershey, PA: IGI Global.
Wilson, J., Olinghouse N. G., & Andrada, G. N. (2014). Does automated feedback improve writing quality? Learning Disabilities: A Contemporary Journal, 12, 93–118.
