English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Plus monthly

Global: Zendy Tools annual

Global: Zendy Tools monthly

Global: Zendy Free Plan

This study tested whether writing skills, knowledge, motivation, and strategic behaviors (within the context of robust writing instruction) each made a statistically unique contribution to predicting fifth-grade students’ (123 girls, 104 boys) composition quality and length on a persuasive writing task involving source material, after variance due to other predictors and control variables (reading comprehension, gender, class, and school effects) were controlled. With one exception, writing skills, knowledge, motivation, and strategic behaviors each accounted for statistically unique variance in predicting compositional quality. The exception involved writing knowledge, which did not make a unique contribution in the fall but did in the spring, when a topic knowledge measure was added. In addition, writing motivation, and strategic behaviors accounted for unique variance in composition length in the fall, and writing knowledge did so in the spring.

the elementary school journal/the elementary school journal

Writing Skills, Knowledge, Motivation, and Strategic Behavior Predict Students’ Persuasive Writing Performance in the Context of Robust Writing Instruction