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Saddler, Bruce; Graham, Steve – Reading & Writing Quarterly, 2007
One ingredient that may serve as a catalyst for writing development is changes in writing knowledge. This study assessed the veracity of two tenets underlying this proposal: that skilled writers are more knowledgeable than less skilled writers, and that individual differences in knowledge are related to writing performance. Both of these…
Descriptors: Writing (Composition), Writing Skills, Knowledge Level, Educational Background
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Graham, Steve; Berninger, Virginia; Fan, Weihua – Contemporary Educational Psychology, 2007
This study tested three models of the structural relationship between the writing achievement of primary grade students and their attitude towards writing (defined here as an affective disposition involving how the act of writing makes the author feel, ranging from happy to unhappy). The three models tested were: (a) writing attitude influences…
Descriptors: Grade 1, Elementary School Students, Psychological Patterns, Correlation
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Graham, Steve; Perin, Dolores – Journal of Educational Psychology, 2007
There is considerable concern that the majority of adolescents do not develop the competence in writing they need to be successful in school, the workplace, or their personal lives. A common explanation for why youngsters do not write well is that schools do not do a good job of teaching this complex skill. In an effort to identify effective…
Descriptors: Teaching Methods, Grammar, Adolescents, Word Processing
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Zito, Jennifer R.; Adkins, Mary; Gavins, Marva; Harris, Karen R.; Graham, Steve – Reading & Writing Quarterly, 2007
Research investigating how students who struggle with learning, as well as typically achieving students, can develop powerful self-regulation and academic strategies has become a major endeavor in both general and special education. In this article, we examine how one model of cognitive strategies instruction, Self-Regulated Strategy Development…
Descriptors: Epistemology, Learning Strategies, Self Management, Learning Theories
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Santangelo, Tanya; Harris, Karen R.; Graham, Steve – Learning Disabilities: A Contemporary Journal, 2007
Many students find writing extremely difficult and frustrating because they are not able to learn and apply the strategies used by skilled writers. Self-Regulated Strategy Development (SRSD) is a comprehensive, flexible model that explicitly helps students learn to manage the writing process. An extensive body of research has documented that SRSD…
Descriptors: Writing Strategies, Learning Disabilities, Writing Processes, Writing Instruction
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Graham, Steve; Perin, Dolores – Scientific Studies of Reading, 2007
This article examines what we know about effective adolescent writing instruction and what we still need to know. What we know is established by bringing together the findings from three sources: a comprehensive meta-analysis of experimental and quasi-experimental studies (Graham & Perin, 2007), a meta-analysis of single-subject design studies…
Descriptors: Instructional Effectiveness, Adolescents, Writing Instruction, Teaching Methods
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Graham, Steve; Harris, Karen R.; MacArthur, Charles – Intervention in School and Clinic, 2006
Students are often asked to write reports for science, history, and other content-area classes. Struggling writers and many of their classmates are unsure about how to plan and write reports. This article presents a strategy for planning and writing reports and describes how a general and special education teacher team-taught this strategy to a…
Descriptors: Grade 5, Writing Processes, Elementary School Teachers, Special Education Teachers
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Pressley, Michael; Graham, Steve; Harris, Karen – British Journal of Educational Psychology, 2006
The characteristics of educational intervention research are reviewed: Educational intervention research is inspired by diverse theories, targeted at a variety of simple to very complex interventions, and includes a variety of methods and measurements. Some interventions have been studied much more than others, with the more studied ones often…
Descriptors: Educational Practices, Intervention, Educational Policy
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Lane, Kathleen Lynne; Graham, Steve; Harris, Karen R.; Weisenbach, Jessica L. – TEACHING Exceptional Children, 2006
Learning to write is a complex process that depends on mastering a variety of processes and skills, including how to plan compositions and regulate writing behavior. One approach that has been used successfully to teach both good and poor writers such processes is Self-Regulated Strategy Development (SRSD). With SRSD, students are taught…
Descriptors: Writing Strategies, Behavior Disorders, Teaching Methods, Writing (Composition)
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Chorzempa, Babara Fink; Graham, Steve – Journal of Educational Psychology, 2006
A random sample of primary-grade teachers from across the United States was surveyed about within-class ability grouping in reading. Sixty-three percent of participants reported using within-class ability groups. Groups are smaller and more flexible than those formed in the past, with teachers emphasizing teaching comprehension, reading…
Descriptors: Primary Education, Elementary School Teachers, Ability Grouping, Teaching Methods
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Harris, Karen R.; Graham, Steve; Mason, Linda H. – American Educational Research Journal, 2006
Writing development involves changes that occur in children's strategic behavior, knowledge, and motivation. The authors examined the effectiveness of self-regulated strategy development (SRSD), a strategy instructional model designed to promote development in each of these areas. Instruction focused on planning and writing stories and persuasive…
Descriptors: Writing Processes, Writing Strategies, Writing Skills, Writing (Composition)
Lienemann, Torri Ortiz; Graham, Steve; Leader-Janssen, Beth; Reid, Robert – Journal of Special Education, 2006
An important goal in preventing writing disabilities is to provide effective early instruction to at-risk students to maximize their writing development. This study examined whether or not explicitly teaching six at-risk second-grade writers, including children with disabilities, how to plan and draft stories would improve their story writing as…
Descriptors: High Risk Students, Grade 2, Reading Materials, Disabilities
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Graham, Steve; Bollinger, Alisha; Olson, Carol Booth; D'Aoust, Catherine; MacArthur, Charles; McCutchen, Deborah; Olinghouse, Natalie – What Works Clearinghouse, 2012
Writing is a fundamental part of engaging in professional, social, community, and civic activities. Nearly 70 percent of salaried employees have at least some responsibility for writing, and the ability to write "well" is a critical component of being able to communicate effectively to a variety of audiences. Because writing is a…
Descriptors: Elementary School Students, Writing Skills, Writing Achievement, Expertise
Graham, Steve; Harris, Karen – Brookes Publishing Company, 2005
Whether they have learning disabilities or just need extra help, struggling writers can improve their skills dramatically if they get the detailed, explicit instruction they need. This practical guidebook shows elementary school teachers how to make this systematic instruction part of their classroom. Educators will find a wide range of specific…
Descriptors: Worksheets, Elementary Education, Writing Processes, Writing Strategies
Harris, Karen R.; Friedlander, Barbara Danoff; Saddler, Bruce; Frizzelle, Remedios; Graham, Steve – Journal of Special Education, 2005
A counterbalanced, multiple-baseline, across-subjects design was used to determine if attention and performance monitoring had differential effects on the on-task and spelling study behavior of 6 elementary students with attention-deficit/hyperactivity disorder (ADHD) in the general education classroom. Both self-monitoring of attention and…
Descriptors: General Education, Spelling, Learning Disabilities, Attention Deficit Disorders
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