What We Know, What We Still Need to Know: Teaching Adolescents to Write

By Steve Graham, Dolores Perin. 2007

162 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/09d3e2546c3fce2885992c541a1bdd6c4dd9befd

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In Developmental and Educational Psychology

In Education

In Literature and Literary Theory

Citations in the corpus

Shaping Professional Development to Promote the Diffusion of Instructional Expertise Among Teachers (2013, methodology): “The items for these practices were drawn from meta-analysis conducted by Graham and Perin (2007a, 2007b, 2007c) that focused on teaching strategies targeting middle and high school students.”
Almost 30 Years of Writing Research: Making Sense of it All with The Wrath of Khan (2009, methodology): “In an analysis of writing instructional studies with students in Grades 4 to 12 (Graham & Perrin, 2007a), SRSD produced the largest average effect size of any treat-ment that had been investigated in four or more experimental or quasi-experimental studies.”
Research-Based Writing Practices and the Common Core (2015, methodology): “Based on four true and quasi-experiments with students in grades 3 to 8 (from Graham, McKeown, et al., 2012; Graham & Perin, 2007a; Hillocks, 1986).”
Writing Instruction for Adolescents with Learning Disabilities: Programs of Intervention Research (2008, methodology): “Given the importance of the topic of diversity, more attention should be given to validating the effects of writing intervention for adolescents with LD who are English language learners and who are Black and Hispanic, especially those who are living in poverty (Graham & Perin, 2007b).”
Teaching Writing to Elementary Students in Grades 4–6: A National Survey (2010, methodology): “The findings from recent meta-analyses demonstrated that writing about material read (Graham & Hebert, in press) as well as writing about subject matter material (Bangert-Drowns, Hurley, & Wilkinson, 2004; Graham & Perin, 2007a) enhanced students’ understanding and learning.”