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ABSTRACT
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Taking the Long View on Writing DevelopmentIn recent decades, our understanding of the complexity of writing in its many dimensions and manifestations has grown, with research, for example, on issues such as the psychological processes,... more
Taking the Long View on Writing DevelopmentIn recent decades, our understanding of the complexity of writing in its many dimensions and manifestations has grown, with research, for example, on issues such as the psychological processes, social situations, motivations, and selfperceptions of writers. Study populations have included young children, adults in the workplace, the retired, marginalized populations, and people with different language experiences.Yet this knowledge is fragmented along lines of theory, method, age range, or populations studied, with little done to create an integrated picture of writing development as a multidimensional process that continues across the lifespan. Even edited handbooks (e.g., Bazerman, 2008; Beard, Myhill, Nystrand, & Riley, 2009; Knapp, Perrin, Verspoor, Manchon, & Matsuda, 2016; MacArthur, Graham, & Fitzgerald, 2015; Smagorinsky, 2006) with separate chapters discussing different age ranges from different perspectives do little to create dia...
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People write for many reasons. Writing is used as a tool to record ideas and information, communicate with others, chronicle experiences, express one's feelings, persuade others, facilitate learning, create imagined worlds, and... more
People write for many reasons. Writing is used as a tool to record ideas and information, communicate with others, chronicle experiences, express one's feelings, persuade others, facilitate learning, create imagined worlds, and evaluate students' competence (Graham, 2006). In some instances, the only intended reader of a piece of writing is the author. Examples of such writing include diaries, to do lists, and lecture notes. In other instances, writing is meant to be both read and formally evaluated by others. This kind of writing can range from term papers to state and federal writing assessments to writing requirements included as part of college entrance applications.
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Research Interests: Psychology, Cognitive Science, Language, Medicine, Handwriting, and 15 moreMemory, Humans, Child, Female, Male, Legibility, Program Visualization, Developmental neuropsychology, Alphabet, Chi Square Distribution, Developmental Neuropsychology, Copying, Neurosciences, Logistic Models, and Child preschool
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During an interview several years ago, a fifth-grader provided us with a very cogent description of what good writers do when they write:"Well, they take all of their brainstorming ideas and put them on a piece of paper and just... more
During an interview several years ago, a fifth-grader provided us with a very cogent description of what good writers do when they write:"Well, they take all of their brainstorming ideas and put them on a piece of paper and just write the rough draft. Then, they come back and find mistakes and think of some other ideas and do it over again." This exposition reminded us of a more sophisticated description of the act of writing by Irving Wallace, a famous contemporary novelist. When writing a novel, he often began by making outlines, developing scenes and characters, and working out the sequence of the story in his head and then roughly on paper-making changes as he went along. Once a first draft was completed, he would return to it again and again, underlining story problems that needed additional work and revising as he went along (Wallace & Pear, 1977). Students with learning disabilities, however, often employ a different, less sophisticated, strategy when composing (Englert & Raphael, 1988; Graham, 1990). These students typically generate text as ideas come to mind, with each preceding phrase or sentence stimulating the generation of the next idea. Little attempt is made to evaluate or rework ideas or text in light of other goals, such as whole-text organization, the needs of the reader, or the constraints imposed by the topic. This retrieve-and-write process functions like an automated and encapsulated program, operating largely without metacognitive control (Graham & Harris, 1994a; McCutchen, 1988). An important goal in writing instruction for students with learning disabilities, therefore, is to steer them toward other modes of writing that require more reflection, resourcefulness, and goal-oriented behavior. How can we accomplish this goal? At the most basic level, we must provide opportunities for students to engage in frequent and meaningful writing. The nineteenth century writer William Hazlitt maintained that, "The more a man writes, the more he can write" (Burnham, 1994). This axiom possesses considerable face validity. However, students with special needs are often provided few opportunities for writing during the school day. Palinscar and Klenk (1992), for example, observed that special education teachers often limit students' experiences with writing to filling out worksheets and copying words. Similarly, Christenson, Thurlow, Ysseldyke, and McVicar (1989) reported that teachers allocated only about 20 minutes a day to writing for students with special needs, and almost half of this time was aimed at helping students acquire the mechanics of writing. It is difficult to imagine that students will develop effective strategies for planning and revising, an awareness of the needs of the reader, or adequate knowledge about how to write, if they are not encouraged to write frequently and for extended periods of time (Graham & Harris, 1994b). Any benefits that may result from increasing children's opportunities to write may be undermined, however, if students do not value the topics and tasks they are asked to write about. We are reminded of a conversation where the Peanuts character Charlie Brown asks Linus if he knows why English teachers go to college for four years? Charlie Brown answers his own rhetorical question by emphatically informing Linus that they do this so that they can make stupid little kids write stupid essays on what they did all
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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... more
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 classroom of fifth-grade students.
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Research Interests: Psychology, Cognitive Science, Mathematics Education, Educational Psychology, Pedagogy, and 13 moreWriting, Language, Composition, Transformational Generative Grammar, Effect size, Teaching Methods, Grammar, Inquiry, Metaanalysis, Goal Orientation, Experimental Study, Meta Analysis, and Word Processing
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The second edition of the Routledge International Handbook of Globalization Studies offers students clear and informed chapters on the history of globalization and key theories that have considered the causes and consequences of the... more
The second edition of the Routledge International Handbook of Globalization Studies offers students clear and informed chapters on the history of globalization and key theories that have considered the causes and consequences of the globalization process. There are substantive sections looking at demographic, economic, technological, social and cultural changes in globalization. The handbook examines many negative aspects – new wars, slavery, illegal migration, pollution and inequality – but concludes with an examination of responses to these problems through human rights organizations, international labour law and the growth of cosmopolitanism. There is a strong emphasis on interdisciplinary approaches with essays covering sociology, demography, economics, politics, anthropology and history. The second edition has been completely revised and features important new thinking on themes such as Islamophobia and the globalization of religious conflict, shifts in global energy production such as fracking, global inequalities, fiscal transformations of the state and problems of taxation, globalization and higher education, and an analysis of the general sense of catastrophe that surrounds contemporary understandings of the consequences of a global world
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The effects of a secondary academic intervention implemented within the context of a three-tiered, positive behavior support model were examined in this study. Second-grade students with limited writing skills who also had either... more
The effects of a secondary academic intervention implemented within the context of a three-tiered, positive behavior support model were examined in this study. Second-grade students with limited writing skills who also had either externalizing or internalizing behavior patterns were identified for participation using schoolwide data. Students learned how to plan and write stories using the self-regulated strategy development model. Results of two multiple-probe designs, one for students with externalizing behaviors (three females, four males) and a second for students with internalizing behaviors (two females, four males), revealed lasting increases in story elements as well as improvements in story quality and length. Teachers and students rated the intervention favorably, with most reporting that the intervention exceeded their initial expectations. Limitations and directions for future research are presented.
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The effects of a secondary academic intervention, embedded in the context of a positive behavior support model, on the writing of second-grade students at risk for emotional and behavioral disorder and writing problems were examined in... more
The effects of a secondary academic intervention, embedded in the context of a positive behavior support model, on the writing of second-grade students at risk for emotional and behavioral disorder and writing problems were examined in this study. Students were taught how to plan and draft a story using the self-regulated strategy development model. Results of this multiple-probe design revealed lasting improvements in story completeness, length, and quality for all 6 students. Students and teachers rated the intervention favorably, with some indicating that the intervention exceeded their expectations. Limitations and directions for future research are discussed.
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... Although meta-analysis has its own limitations (see Pressley, Graham, & Harris, 2006), it ... provide detailed portraits of how an inter-vention is delivered, the challenges in delivering it ... such instruction was ineffective... more
... Although meta-analysis has its own limitations (see Pressley, Graham, & Harris, 2006), it ... provide detailed portraits of how an inter-vention is delivered, the challenges in delivering it ... such instruction was ineffective (at least when it was studied via true-and quasi-experiments). ...
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Abstract 1. 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... more
Abstract 1. 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 ...
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Until children can produce letters quickly and accurately, it is assumed that handwriting disrupts and limits the quality of their text. This investigation is the largest study to date (2596 girls, 2354 boys) assessing the association... more
Until children can produce letters quickly and accurately, it is assumed that handwriting disrupts and limits the quality of their text. This investigation is the largest study to date (2596 girls, 2354 boys) assessing the association between handwriting fluency and writing quality. We tested whether handwriting fluency made a statistically unique contribution to predicting primary grade students’ writing quality on a functional writing task, after variance due to attitude towards writing, students’ language background (L1, L2, bilingual), gender, grade, and nesting due to class and school were first controlled. Handwriting fluency accounted for a statistically significant 7.4% of the variance in the writing quality of primary grade students. In addition, attitude towards writing, language background, grade and gender each uniquely predicted writing quality. Finally, handwriting fluency increased from one grade to the next, girls had faster handwriting than boys, and gender differen...
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High school students with high-incidence disabilities and struggling writers face considerable challenges when taking writing assessments designed for college entrance. This study examined the effectiveness of a writing intervention for... more
High school students with high-incidence disabilities and struggling writers face considerable challenges when taking writing assessments designed for college entrance. This study examined the effectiveness of a writing intervention for improving students’ performance on a college entrance exam, the writing assessment for the ACT. Students were taught a planning and composing strategy for successfully taking this test using the self-regulated strategy development (SRSD) model. A true-experiment was conducted where 20 high school students were randomly assigned to a treatment ( n = 10) or control ( n = 10) condition. Control students received ACT math preparation. SRSD instruction statistically enhanced students’ planning, the quality of their written text (including ideas and analysis, development and support, organization, and language use), the inclusion of argumentative elements in their compositions, and the use of transition words in written text. Limitations of the study, futu...
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This meta-analysis examined if students’ writing performance is improved by reading interventions in studies (k = 54 experiments; 5,018 students) where students were taught how to read and studies (k = 36 investigations; 3,060 students)... more
This meta-analysis examined if students’ writing performance is improved by reading interventions in studies (k = 54 experiments; 5,018 students) where students were taught how to read and studies (k = 36 investigations; 3,060 students) where students’ interaction with words or text was increased through reading or observing others read. Studies included in this review involved true- or quasi-experiments (with pretests) written in English that tested the impact of a reading intervention on the writing performance of students in preschool to Grade 12. Studies were not included if the control condition was a writing intervention, treatment students received writing instruction as part of the reading intervention (unless control students received equivalent writing instruction), control students received a reading intervention (unless treatment students received more reading instruction than controls), study attrition exceeded 20%, less than 10 students were included in any experimenta...
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Children with only spelling ( n=24) or handwriting and spelling disabilities ( n=24) were randomly assigned to a pencil or computer response mode. They were taught 48 words of varying orders of sound-spelling predictability using a method... more
Children with only spelling ( n=24) or handwriting and spelling disabilities ( n=24) were randomly assigned to a pencil or computer response mode. They were taught 48 words of varying orders of sound-spelling predictability using a method that emphasized hearing the word in the mind's ear and seeing the word in the mind's eye and making connections between the phonological and orthographic representations at the whole word and subword levels. Although no main effects were found for response mode, at posttest the pencil was superior to the computer for easy orders (single-letter spelling units with high sound-spelling predictability), but the computer was superior to the pencil for moderate and difficult orders (multiletter spelling units with intermediate or low sound-spelling predictability). Prior to and in response to treatment, children with handwriting and spelling problems spelled less well than children with only spelling problems. Multiletter spelling units of modera...
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Twenty-nine seventh- and eighth-grade (21 males and 8 females) and 10 fourth- and fifth-grade (7 males and 3 females) students with learning disabilities, as well as 18 seventh- and eighth-grade (14 males and 4 females) and 11 fourth- and... more
Twenty-nine seventh- and eighth-grade (21 males and 8 females) and 10 fourth- and fifth-grade (7 males and 3 females) students with learning disabilities, as well as 18 seventh- and eighth-grade (14 males and 4 females) and 11 fourth- and fifth-grade (7 males and 4 females) normally achieving students, were administered an interview designed to assess their knowledge of writing and the composing process, attitude toward writing, and self-efficacy as a writer. Students with learning disabilities were found to have less mature conceptualizations of writing than their normally achieving counterparts. Furthermore, while students with learning disabilities were generally positive about writing, they viewed it less favorably than their regular classmates. Finally, there were no differences between the two groups of students in their evaluations of their competence in either writing or carrying out the processes underlying effective composing.
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In this mixed methods study, qualitative, quantitative, and single-case methods were combined to provide a comprehensive investigation of teacher and student outcomes following practice-based professional development (PBPD) for... more
In this mixed methods study, qualitative, quantitative, and single-case methods were combined to provide a comprehensive investigation of teacher and student outcomes following practice-based professional development (PBPD) for self-regulated strategy development (SRSD) in writing. Qualitative observations were used to determine outcomes among the three-fourth grade teachers involved, a nested quantitative model was used to analyze classwide student writing outcomes across 53 students in the three classes, and single case design was used to determine differential outcomes among randomly selected struggling and average writers in each class. PBPD was followed by coaching for differentiation based on student performance and fidelity as teachers taught their students strategies for writing timed imaginary stories (with self as main character), as required by the state writing test. Qualitative results indicated two teachers did not differentiate writing instruction without coaching; one teacher was unresponsive to coaching and did not differentiate instruction. Classwide analysis demonstrated significant growth in writing at the class level for students from baseline to posttesting. Single case design results indicated mixed outcomes among struggling and average writers and instances where instruction was not effective. Teachers indicated high social validity for PBPD and for SRSD; students indicated high social validity for SRSD. Results across the multiple methods illuminate growth and struggles often disguised in group data and are addressed to aid in understanding and enhancing PBPD as well as instruction in SRSD and other evidence-based practices. Limitations and future research directions are discussed.
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Strategic and Interactive Writing Instruction (SIWI) involves teaching cognitive writing strategies and apprenticing novices within collaborative writing communities. It is responsive to deaf students' diverse language experiences... more
Strategic and Interactive Writing Instruction (SIWI) involves teaching cognitive writing strategies and apprenticing novices within collaborative writing communities. It is responsive to deaf students' diverse language experiences through embedded metalinguistic/linguistic components. A randomized controlled trial of SIWI was conducted with 15 teachers and 79 students in grades 3-5. Recount, information report, and persuasive genres were taught across three 9-week periods. Writing samples analyzed for writing traits, language clarity, and language complexity were collected prior to instruction for the genre, immediately following, and 9 weeks after withdrawal of instruction for the genre. Standardized writing measures and motivation surveys were collected at the beginning and end of the academic year. Genre-specific writing outcomes were statistically significant for recount and information report writing, with substantial effect sizes for treatment and maintenance. Standardized writing outcomes mirrored these results. All others variables demonstrated small to moderately large treatment effects, although not all statistically significant.
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Research Interests: Psychology, Computer Science, Education, Mathematics Education, Narrative, and 15 moreGenre, American Sign Language, Writing, K-12 writing instruction, Deaf Education, Medicine, Learning, Humans, Child, Female, Male, Hearing Loss, Writing Instruction, Deaf and Hard of Hearing, and Wilcoxon Signed Rank Test
Are you looking to uncover powerful writing strategies for all students Digitalbook. Correct here it is possible to locate as well as download powerful writing strategies for all students Book. We've got ebooks for every single topic... more
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