Publications

Patchan, M.M. & Puranik, C.S. (in press). Rethinking handwriting instruction: The impact of extrinsic and intrinsic feedback.  Computers and Education.

Sears, M.,  Patchan, M. M., & Puranik, C. (in press). Examining alphabet writing fluency in kindergarten.  Assessment for Effective Intervention.

Puranik, C. S.,  Patchan, M. M., Lemons, C. J., Al Otaiba, S. (in press). Using peer assisted strategies to teach early writing: Results of a pilot study to examine feasibility and promise.  Reading and Writing. doi:10.1007/s11145-016-9661-9

Patchan, M. M., Schunn, C. D., & Correnti, R. J. (in press). The nature of feedback: How feedback features affect students’ implementation rate and quality of revisions.  Journal of Educational Psychology.

Patchan, M. M. & Schunn, C. D. (in press). Understanding the benefits of receiving peer feedback for text revision: Relations between author and reviewer ability.  Journal of Writing Research.

Patchan, M. M. & Schunn, C. D. (2015). Understanding the benefits of providing peer feedback: How students respond to peers’ texts of varying quality.  Instructional Science, 43(5), 591-614. doi:10.1080/1475939X.2015.1013977

Patchan, M. M., Schunn, C. D., Sieg, W., & McLaughlin, D. (2015). The Effect of Blended Instruction on Accelerated Learning.  Technology, Pedagogy, & Learning, 25(3), 269-286. doi:10.1080/1475939X.2015.1013977