Explicitly Teaching Strategies, Skills, and Knowledge: Writing Instruction in Middle School Classrooms.

By Susan De La Paz, Steve Graham. 2002

356 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/5ce5b500e5885a8d918232aecfbecbdef7d86b72

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In Developmental and Educational Psychology

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Citations in the corpus

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).”
Teaching planning or sentence-combining strategies: Effective SRSD interventions at different levels of written composition (2013, background): “Although increases in text length had already been reported after planning instruction (De La Paz & Graham, 2002; Graham et al., 2005; Harris et al., 2006), Saddler and Graham (2005) found no changes in text length after sentence-combining instruction.”
Writing for Whom? Cognition, Motivation, and a Writer's Audience (2010, methodology): “…method for teaching writing, which focuses on the cognitive strategies delineated by Flower and Hayes (1981), Hayes and Flower (1980/1994), and Hayes (2001)—planning, organizing, drafting, revision—has been shown to help students to write well-crafted, organized essays (De La Paz & Graham, 2002).”
Gender differences in achievement in a large, nationally representative sample of children and adolescents. (2015, background): “…this possible effect, educators could focus additional attention to those students who struggle (and who are more likely to be male), using interventions that have been found to improve writing proficiency, such as providing explicit writing instruction in the classroom (De La Paz & Graham, 2002).”
Feedback providing improvement strategies and reflection on feedback use: Effects on students’ writing motivation, process, and performance (2012, background): “…has shown that strategyfocussed writing instruction stimulates text planning activities (Braaksma, Rijlaarsdam, Van den Bergh, & Van Hout-Wolters, 2004; De La Paz & Graham, 2002; Fidalgo, Torrance, & García, 2008) and contributes to text quality (Fidalgo et al., 2008; Graham & Perin, 2007).”
COGNITIVE MODELS OF WRITING: WRITING PROFICIENCY AS A COMPLEX INTEGRATED SKILL (2008, background): “Moreover, novice writers benefit from instruction on planning and revision strategies and on thinking about topic-relevant content (De La Paz, 2005; De La Paz & Graham, 1997a, 1997b, 2002; Graham & Perin, 2007a, 2007b; Hillocks, 1987, Kellogg, 1988; Quinlan, 2004).”
The Challenges of Scientific Literacy: From the viewpoint of second‐generation cognitive science (2006, background): “Considerable empirical evidence suggests that instruction helps students to write in both science and non‐science genre (Calfee & Miller, 2004 ; De La Paz & Graham, 2002 ; Harris & Graham, 1996 ; Warwick, Stephenson, Webster, & Bourne, 2003 ).”
A meta-analysis of writing instruction for adolescent students. (2007, background): “…D 0.98 Yeh (1998) 7 full range 110 E students taught a planning strategy for persuasive writing versus process writing approach 7.0 J 0.14 De La Paz and Graham (2002) 7–8 full range 58 E students taught planning and revising strategies for expository writing versus traditional…”
Why are some texts good and others not? Relationship between text quality and management of the writing processes (2011, methodology): “In that framework, text composition performance is thought to depend on the use of different writing strategies involving both planning processes (Chai, 2006; De La Paz & Graham, 2002; Kellogg, 1988, 1990) and revising processes (Graham, MacArthur, & Schwartz, 1995).”