Writing intervention with elementary students struggling with writing: examining approach profiles to the teacher feedback on writing quality and motivational variables

dc.contributor.author	Högemann, J.
dc.contributor.author	Cunha, J.
dc.contributor.author	Núñez Pérez, José Carlos
dc.contributor.author	Vallejo Seco, Guillermo
dc.contributor.author	Rodríguez Pérez, Celestino
dc.contributor.author	Rosário, P.
dc.date.accessioned	2021-11-09T07:32:06Z
dc.date.available	2021-11-09T07:32:06Z
dc.date.issued	2021
dc.identifier.citation	Reading and Writing (2021); doi:10.1007/s11145-021-10159-0
dc.identifier.issn	0922-4777
dc.identifier.uri	http://hdl.handle.net/10651/60739
dc.language.iso	eng
dc.relation.ispartof	Reading and Writing
dc.rights	© The authors, under exclusive licence to Springer Nature B.V. 2021
dc.source	Scopus
dc.source.uri	https://www.scopus.com/inward/record.uri?eid=2-s2.0-85105243470&doi=10.1007%2fs11145-021-10159-0&partnerID=40&md5=784764180a7eb5092390e3dd36a1fd2c
dc.title	Writing intervention with elementary students struggling with writing: examining approach profiles to the teacher feedback on writing quality and motivational variables
dc.type	journal article
dc.identifier.doi	10.1007/s11145-021-10159-0
dc.relation.publisherversion	http://dx.doi.org/10.1007/s11145-021-10159-0

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