A meta-analysis of writing instruction for adolescent students.

By Steve Graham, Dolores Perin. 2007

1,597 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/127d25c771688effde9789b24c0de495871f3e95

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Peer reviewers learn from giving comments (2011, background): “Recent comprehensive reviews have examined feedback in general (Kluger and DeNisi 1996), in education (Hattie and Timperley 2007) and in writing research (Beach and Friedrich 2006; Graham and Perin 2007 ).”
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).”
Practice-Based Professional Development for Self-Regulated Strategies Development in Writing (2012, background): “Despite national concern regarding writing performance across the grade levels, and the importance of writing to academic success and civic life, relatively little research has been done on writing intervention at Tier 1 (Graham & Perin, 2007b; Harris et al., 2006, 2009).”
Building a House on Sand: Why Disciplinary Literacy Is Not Sufficient to Replace General Strategies for Adolescent Learners Who Struggle (2012, methodology): “Specifically, two recent meta-analyses were chosen for both reading strategy instruction (i.e., Edmonds et al., 2009; Wanzek, Wexler, Vaughn, & Ciullo, 2010) and writing strategy instruction (i.e., Graham & Perin, 2007; Rogers & Graham, 2008).”
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.”
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.”
Developing a Theory of Gamified Learning (2014, neutral): “…learner reactions, knowledge, skills, and/or beliefs; Campbell & Kuncel, 2002) and learner behaviors across a wide range of content areas and approaches (e.g., Arthur, Bennett, Edens, & Bell, 2003; Graham & Perin, 2007; Kulik, Kulik, & Cohen, 1980; Norris & Ortega, 2000; Seidel & Shavelson, 2007).”
Examining the transcription-writing link: Effects of handwriting fluency and spelling accuracy on writing performance via planning and translating in middle grades (2017, methodology): “…& Swanson, 1994) – probably due to their poorly developed planning skills (McCutchen, 2006) – there is strong evidence that planning instruction is an effective way to promote writing performance, from primary to high school grades (for meta-analyses, see Graham et al., 2012; Graham & Perin, 2007).”
Training Advanced Writing Skills: The Case for Deliberate Practice (2009, background): “Reviewing the text often triggers more planning that transforms the author’s ideas about the topic.”