The Role of Self-Regulation and Transcription Skills in Writing and Writing Development

By Steve Graham, Karen R. Harris. 2000

613 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/4acd3d33e87bcf80d02228299674fefb17ddef48

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Citations in the corpus

Using Self-Regulated Strategy Development to Support Students Who Have “Trubol Giting Thangs Into Werds” (2008, background): “In most cases, students’ challenges with writing are related to difficulties acquiring, utilizing, and managing the strategies that are used by skilled writers (De La Paz, Swanson, & Graham, 1998; Graham & Harris, 1996, 2000; Harris & Graham, 1999; Zimmerman & Reisemberg, 1997).”
Concurrent and longitudinal neuropsychological contributors to written language expression in first and second grade students (2011, background): “Graham and colleagues provided some of the initial findings related to the self-regulation components of the writing process (Graham, 1997; Graham & Harris, 2000; Graham & Harris, 2009; Harris & Graham, 2009), with their empirically based findings being manifested in programmatic treatment strateg”
Training Advanced Writing Skills: The Case for Deliberate Practice (2009, background): “and Haswell (2006), and they raise important caveats. McGee (2006), for example, critiqued the Intelligent Essay Assessor for being insensitive to cohesive links among sentences, syntactical mistakes, and errors in factual content.”
The impact of promoting transcription on early text production: Effects on bursts and pauses, levels of written language, and writing performance. (2016, neutral): “The Role of Transcription in Children’s Writing During the last two decades, writing research has been accumulating evidence regarding the relationship between transcription and writing in children and adolescents, with and without disabilities (for a review, see Graham & Harris, 2000).”
Knowledge, Processing, and Working Memory: Implications for a Theory of Writing (2000, background): “I do not reserve the termxpertfor such literary artists as described by Graham and Harris (2000). language encoding developed fluency with age (an assumption supported by our finding that older children wrote both longer and more coherent texts), they were increasingly able to handle the memory…”
LANGUAGE LEARNING STRATEGY INSTRUCTION: CURRENT ISSUES AND RESEARCH (2005, background): “…strategy instruction point to the substantial body of research in first language contexts that supports the explicit teaching of learning strategies for academic achievement in other content areas (De La Paz & Graham, 2002; Graham & Harris, 2000; National Reading Panel, 2000; Pressley, 2000).”
Observational Learning and Its Effects on the Orchestration of Writing Processes (2004, background): “Several authors ( Graham & Harris, 2000; McCutchen, 2000; McCutchen, Covill, Hoyne, & Mildes, 1994) have used the term orchestration to emphasize that writing processes must be activated and coordinated by a control structure, such as the monitor in the Hayes and Flower (1980) model.”
Peer feedback in second language writing (2005–2014) (2016, background): “For school students, the writing task is more difficult because it requires ‘extensive self-regulation and intentional control to manage the writing environment, the constraints imposed by the writing topic, and the processes involved in composing’ (Graham & Harris 2000: 3).”
Effects of two Types of Self-Regulatory Instruction Programs on Students with Learning Disabilities in Writing Products, Processes, and Self-Efficacy (2006, background): “As for the temporal organization of writing processes, defined by several researchers as orchestration (Braaksma et al., 2004; Graham & Harris, 2000; McCuthen, 2000), other conclusions are possible.”
Modeling Writing Development: Contribution of Transcription and Self-Regulation to Portuguese Students' Text Generation Quality (2013, background): “Graham et al. (1997; see also Graham & Harris, 2000) reviewed several correlational studies and concluded that transcription was moderately correlated with text quality.”
Primary Grade Writing Instruction: A National Survey. (2008, background): “While students must learn how to write letters fluently, correctly spell words, and so forth (see Graham & Harris, 2000, for an empirical and theoretical justification for this claim), writing text and learning the strategic processes involved in writing should not be shortchanged.”
ISSUES IN LANGUAGE LEARNING STRATEGY RESEARCH AND TEACHING (2004, background): “Research on reading and writing instruction in first language contexts strongly argues for explicit strategy instruction (Graham & Harris, 2000; National Reading Panel, 2000; Pressley, 2000).”
Training writing skills: A cognitive developmental perspective (2008, background): “Finally, the self-regulation of planning, translating, and reviewing requires mastery of handwriting and spelling (Graham & Harris, 2000) and age-related growth in working memory capacity (McCutchen, 1996).”