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Hall, Anna H.; Toland, Michael D.; Grisham-Brown, Jennifer; Graham, Steve – Early Childhood Education Journal, 2014
The current study used a pretest-posttest randomized control group design with 73 Head Start students, ages 3-5 years. The researcher served as the interactive writing teacher for the treatment group, rotating to five different classrooms in one Head Start center 3-4 days a week for 13 weeks. Children in the treatment group received a 10-15 min…
Descriptors: Alphabets, Preschool Education, Preschool Children, Disadvantaged Youth
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Graham, Steve – Literacy Research and Instruction, 2014
In this response to Burdick et al. (2013), the author describes two possible and perhaps even common reactions to the article by Burdick et al. (2013). Advocates such as Way, Davis, and Strain- Seymour (2008) will likely applaud the development of the Writing Ability Developmental Scale and the possible widespread use of computer-based writing…
Descriptors: Writing Evaluation, Evaluation Methods, Evaluation Research, Alternative Assessment
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Gillespie, Amy; Graham, Steve; Kiuhara, Sharlene; Hebert, Michael – Reading and Writing: An Interdisciplinary Journal, 2014
A random sample of language arts, social studies, science, and math high school teachers from across the United States were surveyed about their use of writing to support student learning. Four out of every five teachers reported they used writing to support student learning, applying on average 24 different writing activities across the school…
Descriptors: National Surveys, Writing (Composition), Teacher Attitudes, Science Teachers
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Graham, Steve; Capizzi, Andrea; Harris, Karen R.; Hebert, Michael; Morphy, Paul – Reading and Writing: An Interdisciplinary Journal, 2014
A random sample of language arts, social studies, and science middle school teachers from the United States were surveyed about their preparation to teach writing, beliefs about responsibilities for teaching writing, use of evidence-based writing practices, assessment of writing, use of technology, and adaptations for struggling writers. The…
Descriptors: Writing Instruction, Middle School Teachers, Middle School Students, Teacher Surveys
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Reid, Robert; Hagaman, Jessica L.; Graham, Steve – Learning Disabilities: A Contemporary Journal, 2014
This review assessed the use of self-regulated strategy development (SRSD) for teaching written composition strategies to students with attention deficit hyperactivity disorders. We examined the participants and the settings in which SRSD has been used, the writing strategies tested, genres addressed, and the effects of SRSD on outcome measures.…
Descriptors: Attention Deficit Hyperactivity Disorder, Writing Skills, Learning Strategies, Writing (Composition)
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Hebert, Michael; Graham, Steve; Rigby-Wills, Hope; Ganson, Katie – Learning Disabilities: A Contemporary Journal, 2014
Writing may be an especially useful tool for improving the reading comprehension of lower performing readers and students with disabilities. However, it is reasonable to expect that students with poor writing skills in particular, may actually be less adept at using writing to improve their reading skills, and may not be able to do so without…
Descriptors: Learning Disabilities, Notetaking, Writing (Composition), Reading Comprehension
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Kilpatrick, Jennifer Renée; Saulsburry, Rachel; Dostal, Hannah M.; Wolbers, Kimberly A.; Graham, Steve – Grantee Submission, 2014
The purpose of this chapter is to gain insight from the ways a group of elementary teachers of the deaf and hard of hearing chose to integrate digital tools into evidence-based writing instruction and the ways these technologies were used to support student learning. After professional development that exposed these teachers to twelve new digital…
Descriptors: Writing Instruction, Technology Integration, Elementary School Teachers, Deafness
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Hebert, Michael; Simpson, Amy; Graham, Steve – Reading and Writing: An Interdisciplinary Journal, 2013
The purposes of this review were to determine: (1) if different writing activities were more effective than others in improving students' reading comprehension, and (2) if obtained differences among writing activities was related to how reading comprehension was measured? Meta-analysis was used to examine these questions across studies involving…
Descriptors: Comparative Analysis, Measurement Techniques, Meta Analysis, Elementary Secondary Education
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Graham, Steve; Gillespie, Amy; McKeown, Debra – Reading and Writing: An Interdisciplinary Journal, 2013
In this article, we examine why writing is important, how it develops, and effective writing practices. We situate the 5 articles in this special issue of "Reading and Writing" in this literature, providing a context for the contribution of each paper.
Descriptors: Writing (Composition), Writing Processes, Writing Instruction, Literature Reviews
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Graham, Steve; Harris, Karen R. – Learning Disabilities Research & Practice, 2013
This article examines the Common Core State Standards as they apply to writing and students with learning disabilities (LD). We first consider why the implementation of these standards is advantageous to writing instruction for students with LD as well as the challenges in implementing them. Next, we make the following four recommendations in…
Descriptors: Learning Disabilities, State Standards, Evidence, Writing (Composition)
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Harris, Karen R.; Graham, Steve – Annals of Dyslexia, 2013
By the upper elementary grades, writing becomes an essential tool both for learning and for showing what you know. Students who struggle significantly with writing are at a terrible disadvantage. Data from the National Assessment of Educational Progress indicate that only 25% of students can be classified as competent writers; students with…
Descriptors: Learning Disabilities, Writing (Composition), Writing Processes, Writing Ability
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Gillespie, Amy; Olinghouse, Natalie G.; Graham, Steve – Elementary School Journal, 2013
The purpose of this study was to determine what students know about the process of writing and the characteristics of stories, persuasive arguments, and informational reports. Participants were 50 grade 5 students. Students responded to questions about writing process and the three different types of writing, and showed a nuanced but relatively…
Descriptors: Elementary School Students, Grade 5, Story Grammar, Persuasive Discourse
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Harris, Karen R.; Graham, Steve; Friedlander, Barbara; Laud, Leslie – Reading Teacher, 2013
Learning to write is critical in today's world, yet many students are not developing the writing abilities they need to use writing as a powerful tool for learning and for showing what they know. Research indicates that failure to acquire strong writing abilities restricts opportunities for both post-secondary education and employment. This…
Descriptors: Writing Instruction, Teaching Methods, Writing Strategies, Academic Standards
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Morphy, Paul; Graham, Steve – Reading and Writing: An Interdisciplinary Journal, 2012
Since its advent word processing has become a common writing tool, providing potential advantages over writing by hand. Word processors permit easy revision, produce legible characters quickly, and may provide additional supports (e.g., spellcheckers, speech recognition). Such advantages should remedy common difficulties among weaker…
Descriptors: Word Processing, Writing (Composition), Writing Difficulties, Text Structure
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Graham, Steve; Berninger, Virginia; Abbott, Robert – Reading & Writing Quarterly, 2012
This study examined whether attitude toward writing is a unique and separable construct from attitude toward reading for young beginning writers. Participants were 128 first-grade children (70 girls and 58 boys) and 113 third-grade students (57 girls and 56 boys). We individually administered to each child a 24-item attitude measure that contained…
Descriptors: Elementary School Students, Grade 1, Grade 3, Primary Education
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