Writing to Read: A Meta-Analysis of the Impact of Writing and Writing Instruction on Reading.

By Steve Graham, Michael A. Hebert. 2011

562 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Information Systems

View Paper: https://www.semanticscholar.org/paper/6c8a845ac2ba0ec419c39f527fd0380c62cc6e78

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In Developmental and Educational Psychology

In Education

In Information Systems

Citations in the corpus

Trends in Research on Writing as a Learning Activity (2016, unknown): “Meta-analyses have addressed the effects of moderator variables such as the following: Instruction in writing versus writing without instruction (Graham & Hebert, 2011); the educational level of students (Bangert-Drowns, et al., 2004); the frequency and duration of writing activities; the type of…”
Examining the Impact of Inference Instruction on the Literal and Inferential Comprehension of Skilled and Less Skilled Readers: A Meta-Analytic Review (2017, background): “Writing instruction has been shown to increase reading comprehension (Graham & Hebert, 2011), as well as discussion (Kucan & Beck, 1997) so these elements were also coded.”
Research-Based Writing Practices and the Common Core (2015, background): “Most of the reviews examined the effectiveness of teaching students how to write (e.g., Andrews et al., 2006), but others examined the effectiveness of using writing as a tool for promoting learning of content material (e.g., Bangert-Drowns et al., 2004) or enhancing reading (Graham & Hebert, 2011).”
The Relationship Between Component Skills and Writing Quality and Production Across Developmental Levels (2016, background): “(Graham & Hebert, 2011; Hebert, Gillespie, & Graham, 2013) have shown that having students write about what they read improves reading comprehension and that writing instruction results in improved outcomes in reading comprehension (Grades 4–12), reading fluency (Grades 1–7), and word recognition…”
Reading for Writing: A Meta-Analysis of the Impact of Reading Interventions on Writing (2017, methodology): “In school, writing is commonly used to promote and sharpen students’ learning (Bangert-Drowns, Hurley, & Wilkinson, 2004; Graham & Hebert, 2011b).”
Common Core State Standards, Writing, and Students with LD: Recommendations (2013, methodology): “…from meta-analyses we conducted (Graham, 2006b; Graham et al., 2011b; Graham, Kiuhara, McKeown, & Harris, in press; Graham & Perin, 2007a, 2007b; Graham & Hebert, 2011; Sandmel & Graham, 2011) and represent the work of a host of writing researchers form both regular and special education…”
Writing Characteristics of Students With Learning Disabilities and Typically Achieving Peers (2017, methodology): “At school, it is used to assess what students know, support students’ comprehension of text, and facilitate learning of content material (Graham & Hebert, 2011).”
Self-Regulated Strategy Development in Writing (2016, unknown): “writing, learning disabilities, Self-Regulated Strategy Development, SRSD, instruction, evidence-based practice building content learning (Bangert-Drowns, Hurley, & Wilkinson, 2004; Graham & Hebert, 2011).”
Effectiveness of spelling interventions for learners with dyslexia: A meta-analysis and systematic review (2020, background): “Severe spelling errors can make a text difficult to read and can cause readers to devalue the quality of a written composition (Graham, Harris, & Hebert, 2011; Graham & Hebert, 2011).”