Improving the writing performance, knowledge, and self-efficacy of struggling young writers: The effects of self-regulated strategy development

By Steve Graham, K. Harris, L. Mason. 2005

634 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/0af6aaa63782a29df1a78a9bf0847dc72c07106d

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Self-regulated strategy development instruction for writing an opinion essay: Effects for six students with emotional/behavior disorders (2008, methodology): “(See Appendix A for scoring rubric.) Both essay parts and quality measures have been validated as effective measures of persuasive writing in prior research ( Graham et al., 2005; Harris et al., 2006).”
Student- and instruction-level predictors of narrative writing in third-grade students (2008, result): “In addition, all prompts had been previously used in other writing studies and had shown no statistically significant differences in length or quality of stories across prompts (e.g., Graham, Harris, & Mason, 2005 ).”
Influences of Self-Regulated Learning Strategy Use on Self-Efficacy in Primary School Students' English Writing in Hong Kong (2018, background): “Studies have demonstrated that students with higher levels of self-efficacy tend to set more challenging goals and thus use a larger variety of cognitive and metacognitive strategies to accomplish a task than those who are less self-efficacious (Graham et al., 2005; Magogwe & Oliver, 2007).”
Improving the Writing Performance of Struggling Writers in Second Grade (2006, background): “These findings add to a small but growing body of literature (Graham et al., 2005; Harris et al., in press; Saddler et al., 2004) showing that an early intervention designed to enhance strategic behavior, knowledge, and motivation can have a positive impact on young students who are at risk for writ”
Teaching planning or sentence-combining strategies: Effective SRSD interventions at different levels of written composition (2013, background): “Motivational Effects Contrary to our predictions, the interventions failed to increase students’ self-efficacy (for similar results, see Graham et al., 2005; Page-Voth & Graham, 1999; Sawyer et al., 1992), probably, because it was being overestimated at pretest.”
Handbook of Research on Learning and Instruction (2011, methodology): “Under this influence, scholars have applied three models to explain and guide learning in the psychomotor domain: information processing, expertise-novice comparison, and dynamical systems.”
Improving the Writing, Knowledge, and Motivation of Struggling Young Writers: Effects of Self-Regulated Strategy Development With and Without Peer Support (2006, background): “Graham et al. (2005) also found that adding the peer support component of SRSD had positive effects on the performance of struggling writers, including advantages in the number of story elements contained in posttest narratives, time spent composing posttest informative papers (a variable not…”