Writing Next: Effective Strategies to Improve Writing of Adolescents in Middle and High Schools. A Report to Carnegie Corporation of New York.

By Steve Graham, Dolores Perin. 2007

760 citations recorded by the source corpus.

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Citations in the corpus

COGNITIVE MODELS OF WRITING: WRITING PROFICIENCY AS A COMPLEX INTEGRATED SKILL (2008, methodology): “Recently, Graham and Perin (2007a, 2007b) conducted a meta-analysis of research on writing.”
Teaching writing to middle school students: a national survey (2013, background): “While middle school teachers reported that they frequently or almost always applied many of the evidence-based writing practices identified by Graham and Perin (2007), very little writing instruction actually took place in even the schools with the best reputations for teaching writing.”
Planning Instruction and Self-Regulation Training: Effects on Writers with Autism Spectrum Disorders (2010, methodology): “All of these measures are commonly used in writing research (c.f. Asaro-Saddler & Saddler, 2009; Graham, 2006; Graham & Harris, 2003; Graham & Perin, 2007; Reid & Lienemann, 2006; Saddler et al., 2004).”
Effects on Science Summarization of a Reading Comprehension Intervention for Adolescents with Behavior and Attention Disorders (2008, background): “One reason that the current effect size was lower than those reported by Graham and Perin (2006) and Mason (2004) may be that the current intervention was time-based rather than criterionbased, as is more typical in SRSD studies.”
Students’ perceptions about peer assessment for writing: their origin and impact on revision work (2011, background): “…e-mail: juliak@pitt.edu National reports have documented students’ poor performance on national writing assessments and the dearth of writing instruction across all education levels (Graham and Perin 2007; National Commission on Writing in American Schools and Colleges 2003; Persky et al. 2003).”
A meta-analysis of writing instruction for adolescent students. (2007, methodology): “In an infused content format, a content-area teacher could teach writing skills in the course of teaching subject matter, as encouraged by content-area literacy educators (e.g., Graham & Perin, 2007).”
Using Writing Tasks to Elicit Adolescents’ Historical Reasoning (2012, background): “In response, recent reports such as Writing Next (Graham & Perin, 2007) and the National Commission on Writing (Magrath & Ackerman, 2003) and reviews such as those found in this journal (Faggella-Luby, Ware, & Cappozoli, 2009) have called for increased attention to adolescent writing instruction tha”
Formative Assessment and Writing (2015, methodology): “The first report, Writing Next (Graham & Perin, 2007a), identified a variety of instructional practices that enhanced the quality of students’ writing.”
What We Know, What We Still Need to Know: Teaching Adolescents to Write (2007, methodology): “Although there has been an impressive increase in the amount of intervention research conducted in the last 20 years (Graham & Perin, 2007), the overall body of research in writing is relatively small.”
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.”
A meta-analysis of single subject design writing intervention research. (2008, methodology): “Graham and Perin (2007a, 2007b) indicated that establishing clear and specific writing goals improved the quality of text produced by typical and struggling writers.”
Examining the Efficacy of Self-Regulated Strategy Development for Students with Emotional or Behavioral Disorders: A Meta-Analysis (2014, background): “Although all of the ‘‘three Rs’’ (i.e., reading, writing, and arithmetic) are important, proficient written expression is arguably one of the most important (Graham & Perin, 2007b; National Commission on Writing, 2003).”
Literacy Skills Among Academically Underprepared Students (2013, background): “At the same time, writing activity facilitates reading comprehension (Graham & Hebert, 2010), and reading well-written text can improve writing skill (Graham & Perin, 2006).”