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Harris, Karen R.; Ray, Amber; Graham, Steve; Houston, Julia – Reading and Writing: An Interdisciplinary Journal, 2019
We designed and investigated the first set of instructional procedures we are aware of to teach 4th and 5th grade students how to write a persuasive essay following close reading of a source text. Eight boys and girls attending a diverse, low income school who were having difficulty learning to write participated in an experimental…
Descriptors: Writing Difficulties, Persuasive Discourse, Elementary School Students, Grade 4
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Wijekumar, Kay; Graham, Steve; Harris, Karen R.; Lei, Pui-Wa; Barkel, Ashley; Aitken, Angelique; Ray, Amber; Houston, Julia – Reading and Writing: An Interdisciplinary Journal, 2019
A core tenet of the model of domain learning is that learning is shaped by cognitive and motivational forces. In writing, these catalysts include learners' knowledge, motivation, strategic behaviors, and skills. This study tested this proposition at two time points (Fall and Spring) with 179 fifth-grade students (52% were girls), examining if…
Descriptors: Elementary School Students, Persuasive Discourse, Writing Skills, Writing Strategies
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Wijekumar, Kausalai; Beerwinkle, Andrea L.; Harris, Karen R.; Graham, Steve – Annals of Dyslexia, 2019
The purpose of this research was to study the etiology of teacher knowledge about and factors that influence implementation of evidence-based reading and writing interventions at the upper elementary grade levels. Five data sources are used in this study: first, we used teacher surveys about their pre-service preparation on reading comprehension…
Descriptors: Elementary School Teachers, Grade 4, Grade 5, Teacher Characteristics
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Graham, Steve; Harris, Karen R.; Fishman, Evan; Houston, Julia; Wijekumar, Kausalai; Lei, Pui-Wa; Ray, Amber B. – Elementary School Journal, 2019
This study tested whether writing skills, knowledge, motivation, and strategic behaviors (within the context of robust writing instruction) each made a statistically unique contribution to predicting fifth-grade students' (123 girls, 104 boys) composition quality and length on a persuasive writing task involving source material, after variance due…
Descriptors: Writing Skills, Knowledge Level, Student Motivation, Student Behavior
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de Smedt, Fien; Graham, Steve; Van Keer, Hilde – Journal of Educational Research, 2019
The authors investigated the impact of explicit instruction and peer-assisted writing on students' writing motivation and self-efficacy for writing. Eleven teachers and their 206 fifth- and sixth-grade students participated in a 2 (explicit instruction vs. writing opportunities without explicit instruction) × 2 (peer-assisted writing vs. writing…
Descriptors: Writing Attitudes, Direct Instruction, Self Efficacy, Grade 5
Wolbers, Kimberly; Dostal, Hannah; Graham, Steve; Branum-Martin, Lee; Kilpatrick, Jennifer; Saulsburry, Rachel – Grantee Submission, 2018
A quasi-experimental study was conducted to examine the impact of Strategic and Interactive Writing Instruction on 3rd-5th grade deaf and hard of hearing students' writing and written language compared to a business-as-usual condition (treatment group N = 41, comparison group N = 22). A total of 18 hours of instruction was provided for each of two…
Descriptors: Elementary School Students, Grade 3, Grade 4, Grade 5