The relationship between the discourse knowledge and the writing performance of elementary-grade students.

By Natalie G. Olinghouse, Steve Graham. 2009

185 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/6ab20224a86a578a9c8d4a764fd5be643b59a61b

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

In Education

In Literature and Literary Theory

Citations in the corpus

The relationship between vocabulary and writing quality in three genres (2012, background): “Students who possess a higher degree of content and discourse knowledge are predicted to compose texts of higher quality than those who lack such knowledge (e.g., Benton, Corkill, Sharp, Downey, & Khramtsova, 1995; DeGroff, 1987; Langer, 1984; McCutchen, 1986; Olinghouse & Graham, 2009).”
Examining the transcription-writing link: Effects of handwriting fluency and spelling accuracy on writing performance via planning and translating in middle grades (2017, methodology): “This scoring scale was based on the scales developed by Whitaker et al. (1994) and Olinghouse and Graham (2009).”
Modeling Writing Development: Contribution of Transcription and Self-Regulation to Portuguese Students' Text Generation Quality (2013, methodology): “(Olinghouse & Graham, 2009).”
The Relationship Between Component Skills and Writing Quality and Production Across Developmental Levels (2016, unknown): “…Foorman, BranumMartin, and Taylor (2005) 712 4th Full range SP, RDG Nagy, Berninger, Abbott, Vaughan, and Vermeulen (2003) 97 4th Academic difficulties SP, RDG, OL Olinghouse and Graham (2009) 64 2nd, 4th Full range HW, RDG Olinghouse (2008) 120 3rd Full range HW, RDG, OL Olson et al. (2013) 540…”
Handbook of Research on Learning and Instruction (2011, background): “Thus, children were taught to move based on elite, adult movement models rather than developmentally appropriate patterns such as those that Roberton (1982) described.”
Teaching planning or sentence-combining strategies: Effective SRSD interventions at different levels of written composition (2013, methodology): “The developmental maturity of students’ planning behavior was measured with a scale ranging from 1 (low) to 6 (high), which was based on the scales of Whitaker et al. (1994) and Olinghouse and Graham (2009).”