Students with learning disabilities and the process of writing: A meta-analysis of SRSD studies.

By Steve Graham, K. Harris. 2003

488 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/7b45ba6efccaf6bc54993deff1811b485094e62e

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Citations in the corpus

Cognitive Strategies Instruction: From Basic Research to Classroom Instruction (2009, methodology): “An important by-product of writing instructional research with students with learning disabilities is that what works for these students also improves performance of average and good writers (Englert et al., 1991; Graham, in press; Graham & Harris, 2003; Wong, Harris, Graham, & Butler, 2003).”
Self-Regulated Strategy Development for Written Expression with Students with Attention Deficit/Hyperactivity Disorder (2006, methodology): “First, SRSD has been used successfully with children with LD to improve composition skills (Graham & Harris, 2003, 2005).”
TWA + PLANS Strategies for Expository Reading and Writing: Effects for Nine Fourth-Grade Students (2006, methodology): “Graham, Harris, their colleagues, and other researchers have validated SRSD instruction for students with and without disabilities in over 25 intervention studies in the past 20 years (Graham & Harris, 2003; Harris & Graham, 1999).”
ISSUES IN LANGUAGE LEARNING STRATEGY RESEARCH AND TEACHING (2004, background): “…for teaching learning strategies in both first and second language contexts have been developed (see, for example, Chamot et al., 1999; Cohen, 1998; Graham & Harris, 2003; Grenfell & Harris, 1999; Harris, 2003; O’ Malley & Chamot, 1990; Oxford, 1990; Pressley, El-Dinary, Gaskins, Schuder, Bergman,…”
Self-Regulated Strategy Development for Students With Writing Difficulties (2011, background): “Researchers have fortunately established that explicit, interactive, scaffolded instruction in strategies for planning, composing, and revising improves performance for students who struggle with writing (Graham & Harris, 2003).”
The Teaching of EFL Writing in Indonesia. (2016, background): “This is because writing involves great integrated activities and processes such as cognitive effort, attentional control, and self-regulation to make it become coherent and meaningful (Graham & Harris, 2003).”
What We Know, What We Still Need to Know: Teaching Adolescents to Write (2007, methodology): “This includes students with disabilities, English language learners, and adolescents who are Black and Hispanic, especially if they are living in poverty (Graham & Harris, 2003; Persky, Daane, & Jin, 2003).”
Cultivating Caring Relationships Between Teachers and Secondary Students With Emotional and Behavioral Disorders (2009, unknown): “…skills on the academic and behavioral outcomes of students with disabilities, including students with EBD (e.g., Cancio, West, & Young, 2004; Graham & Harris, 2003; Jolivette, Wehby, Canale, & Massey, 2001; Reid, Trout, & Schartz, 2005; Smith & Sugai, 2000; Swanson, 2001; Wehmeyer, Field,…”
A Meta-Analysis of Writing Instruction for Students in the Elementary Grades. (2012, background): “Third, pertinent references from previous writing meta-analyses (i.e., BangertDrowns, 1993; Goldberg et al., 2003; Graham, 2006a; Graham & Harris, 2003; Graham & Hebert, 2010; Graham & Perin, 2007c; Graham & Sandmel, 2011; Hillocks, 1986; Morphy & Graham, 2012) were examined.”
Writing Instruction for Adolescents with Learning Disabilities: Programs of Intervention Research (2008, background): “…of data points for a given treatment condition that exceeds the most positive value obtained during baseline) for single-subject design studies, if not reported, were obtained from other meta-analyses (Graham, 2006; Graham & Harris, 2003; Graham & Perin, 2007a, 2007c; Rogers & Graham, 2007).”
A Review of the Effects of Peer Tutoring on Students with Mild Disabilities in Secondary Settings (2007, unknown): “…was very effective, scores falling between 70% and 89% indicate that the intervention was effective, scores falling between 50% and 69% indicate that the intervention was minimally effective, and scores falling below 50% indicated that the intervention was ineffective (Graham & Harris, 2003).”
Teaching Writing to At-Risk Students: The Quality of Evidence for Self-Regulated Strategy Development (2009, methodology): “Although previous reviews have been conducted on SRSD (Graham, 2006; Graham & Harris, 2003), the research base has not been evaluated using recently proposed quality indicators and standards for evidence-based practices in special education (Gersten et al., 2005; Horner et al., 2005).”
Evaluating the Evidence Base for Cognitive Strategy Instruction and Mathematical Problem Solving (2009, methodology): “The self-regulated strategy development model (SRSD; Graham & Harris, 2003), de- signed in the early 1980s to improve composition skills in students with LD, contains the basic components of all cognitive strategy instructional routines.”
Balanced, Strategic Reading Instruction for Upper-Elementary and Middle School Students with Reading Disabilities: A Comparative Study of Two Approaches (2005, unknown): “The procedures of this treatment condition were founded largely on the self-regulated strategy development (SRSD) model (Graham & Harris, 2003; Harris & Graham, 1999).”