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Peer reviewedJerram, Helen; And Others – Educational Psychology: An International Journal of Experimental Educational Psychology, 1988
Reports on a study which viewed writing instruction as an interactive social process between the teacher and students. Written responses to student writing assignments assessed content rather than accuracy of spelling or grammar. States that written feedback encouraged greater quantity and quality of writing with spelling accuracy being maintained…
Descriptors: Classroom Research, Elementary Education, Foreign Countries, Grade 5
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