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2.
Danoff, B., Harris, K.R., & Graham, S. (in press). Incorporating strategy instruction into the school curriculum: Effects on children's writing. Journal of Reading Behavior.
3.
Edelsky, C. (1990). Whose agenda is this anyway? A response to McKenna, Robinson, and Miller. Education Researcher, 19, 7–11.
4.
Graham, S., Harris, K.R., & Sawyer, R. (1987). Composition instruction with learning disabled students: Self-instructional strategy training. Focus on Exceptional Children, 20, 1–11.
5.
Harris, K.R., & Graham, S. (1992a). Helping young writers master the craft: Strategy instruction and self-regulation in the writing process. Cambridge, MA: Brookline Books.
6.
Harris, K.R., & Graham, S. (1992b). Self-regulated strategy development: A part of the writing process. In M. Pressley, K.R. Harris, & J. Guthrie (Eds.), Promoting academic competence and literacy in school. (pp. 277–309). New York: Academic Press.
7.
Harris, K.R., & Pressley, M. (1991). The nature of cognitive strategy instruction: Interactive strategy construction. Exceptional Children, 57, 392–404.
8.
MacArthur, C., Schwartz, S., & Graham, S. (1991). Effects of a reciprocal peer revision strategy in a special education classroom. Learning Disabilities Research and Practice, 6, 201–210.
9.
Pressley, M., Harris, K.R., & Marks, M.B. (1992). But good strategy instructors are constructivists!!Educational Psychology Review, 4, 3–31.
10.
Watson, D. (1989). Defining and describing whole language. Elementary School Journal, 90, 129–141.