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Graham, Steve; Harris, Karen R.; Mason, Linda; Fink-Chorzempa, Barbara; Moran, Susan; Saddler, Bruce – Reading and Writing: An Interdisciplinary Journal, 2008
A random sample of primary grade teachers from across the United States was surveyed about their instructional practices in handwriting. Nine out of every ten teachers indicated that they taught handwriting, averaging 70 minutes of instruction per week. Only 12% of teachers, however, indicated that the education courses taken in college adequately…
Descriptors: Education Courses, Primary Education, Handwriting, Teacher Attitudes
Graham, Steve; Morphy, Paul; Harris, Karen R.; Fink-Chorzempa, Barbara; Saddler, Bruce; Moran, Susan; Mason, Linda – American Educational Research Journal, 2008
Primary grade teachers randomly selected from across the United States completed a survey (N = 168) that examined their instructional practices in spelling and the types of adaptations they made for struggling spellers. Almost every single teacher surveyed reported teaching spelling, and the vast majority of respondents implemented a complex and…
Descriptors: Spelling, Primary Education, Teaching Methods, Spelling Instruction
Peer reviewed
Graham, Steve; Harris, Karen R.; Fink, Barbara – Journal of Educational Psychology, 2000
Examines the contribution of handwriting to learning to write in an experimental training study. First-grade children experiencing handwriting and writing difficulties participated in sessions designed to improve accuracy and fluency of their handwriting. In comparison to their peers in a control condition, participating students made greater…
Descriptors: Grade 1, Handwriting, High Risk Students, Influences
Graham, Steve; Harris, Karen R.; Fink-Chorzempa, Barbara – TEACHING Exceptional Children, 2003
The intervention described in this article focuses on providing extra spelling instruction to young children who experience difficulty with literacy learning. The CASL Spelling Program is designed to teach children basic sound/letter combinations, spelling patterns involving long and short vowels, and common spelling words that fit these patterns.…
Descriptors: Early Intervention, Elementary Education, Language Patterns, Learning Disabilities
Peer reviewed
Graham, Steve; Harris, Karen R.; Chorzempa, Barbara Fink – Journal of Educational Psychology, 2002
Examines the contribution of supplemental spelling instruction to spelling, writing, and reading among second-grade children experiencing difficulties learning. Students in the spelling condition made greater improvements on norm-referenced spelling measures, a writing-fluency test, and a reading word-attack measure following instruction.…
Descriptors: Instructional Effectiveness, Primary Education, Reading Improvement, Spelling
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
Peer reviewed
Graham, Steve; Harris, Karen R.; Fink, Barbara; MacArthur, Charles A. – Scientific Studies of Reading, 2001
Investigates validity and reliability of a teacher efficacy instrument designed specifically for the area of writing. Notes a factor analysis yielded two dimensions, and that both factors were reliable and only slightly correlated with each other. Finds reported classroom practices of high- and low-efficacy teachers differed, and that variation in…
Descriptors: Construct Validity, Evaluation Methods, Primary Education, Reliability