NotesFAQContact Us
Collection
Advanced
Search Tips
Laws, Policies, & Programs
Showing 91 to 105 of 217 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
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)
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
PDF on ERIC Download full text
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
Peer reviewed Peer reviewed
Direct linkDirect link
Graham, Steve – Learning Disabilities Research & Practice, 2005
Developing, conducting, and sharing the results of a good intervention study is a challenging task, requiring considerable effort and expertise. I offer my reflections on this enterprise, commenting on the need for studying complex interventions, using multiple methodologies. I also argue that such research should be theoretically grounded and,…
Descriptors: Intervention, Educational Research, Learning Disabilities, Research Design
Graham, Steve; Harris, Karen R – Journal of Special Education, 2005
This article describes the outcome and significance of studies in the area of writing conducted from 1999 to 2003 by the Center on Accelerating Student Learning (a multisite research center involving Vanderbilt University, Columbia University, and the University of Maryland). The basic purpose of the Center was to identify effective instructional…
Descriptors: Writing Difficulties, Teaching Methods, Spelling Instruction, Reading Difficulties
Peer reviewed Peer reviewed
Direct linkDirect link
Saddler, Bruce; Graham, Steve – Journal of Educational Psychology, 2005
Mastering sentence-construction skills is essential to learning to write. Limited sentence-construction skills may hinder a writer's ability to translate ideas into text. It may also inhibit or interfere with other composing processes, as developing writers must devote considerable cognitive effort to sentence construction. The authors examined…
Descriptors: Grammar, Sentence Structure, Writing Instruction, Writing (Composition)
Peer reviewed Peer reviewed
Direct linkDirect link
Saddler, Bruce; Moran, Susan; Graham, Steve; Harris, Karen R. – Exceptionality, 2004
In this study, we examined whether early, supplemental strategy instruction in planning helped ameliorate writing difficulties. Second-grade students experiencing difficulty learning to write were taught a strategy for planning and writing stories. Learning to use the strategy had a positive effect on writing, as students' stories became more…
Descriptors: Writing Difficulties, Personal Narratives, Writing Instruction, Writing Strategies
Peer reviewed Peer reviewed
Baker, Scott; Gersten, Russell; Graham, Steve – Journal of Learning Disabilities, 2003
This article presents research-based examples of effective instructional approaches for improving the quality of stories and essays written by students with learning disabilities. A common goal of the studies examined was to teach students how to organize writing tasks, generate ideas about the writing topics, and produce final written products…
Descriptors: Creative Writing, Educational Research, Elementary Secondary Education, Instructional Effectiveness
Peer reviewed Peer reviewed
Graham, Steve; Harris, Karen R.; Fink-Chorzempa, Barbara; MacArthur, Charles – Journal of Educational Psychology, 2003
Surveys primary grade teachers about their instructional adaptations for weaker writers. Although many teachers were sensitive to struggling writers' individual needs, there was a sizable percentage of teachers (42%) who made few or no adaptations. The most common adaptations made by teachers addressed students' difficulties with the mechanics of…
Descriptors: Primary Education, Teacher Response, Teacher Surveys, Teaching Methods
Pages: 1  |  2  |  3  |  4  |  5  |  6  |  7  |  8  |  9  |  10  |  11  |  ...  |  15