Teaching writing to high school students: A national survey

By Sharlene A. Kiuhara, Steve Graham, Leanne S. Hawken. 2009

414 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/c1b785d0eea4eef83408c1e3a367e31e238d29fb

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

Citations in the corpus

High school teachers use of writing to support students’ learning: a national survey (2014, background): “This study and the prior investigation by Kiuhara et al. (2009) showed that with the exception of explanation, these writing tools are not commonly used by teachers in the disciplines studied, even though some tools such as argument are used more in some subject than others.”
The Common Core State Standards and Evidence-Based Educational Practices: The Case of Writing (2013, background): “A large percentage of primarygrade teachers report making few or no adaptations for struggling writers (Graham, Harris, Fink-Chorzempa, & MacArthur, 2003), and high school teachers infrequently adapt their teaching for lower performing writers (Kiuhara et al., 2009).”
A Historical Writing Apprenticeship for Adolescents: Integrating Disciplinary Learning With Cognitive Strategies (2017, methodology): “(2009). Tampering with history: Adapting primary sources for struggling readers.”
Self-Regulated Strategy Development in Writing (2016, background): “While teachers do report using some EBPs to teach writing, they use these practices infrequently (Applebee & Langer, 2011; Kiuhara et al., 2009).”
Teaching Writing to Elementary Students in Grades 4–6: A National Survey (2010, background): “If students are to develop the writing skills needed to be ready for college, the world of work, or both, they need to learn to write for a variety of meaningful and useful purposes (Kiuhara et al., 2009).”
Common Core State Standards, Writing, and Students with LD: Recommendations (2013, background): “…to meet CCSS standards is hampered by a capacity problem—many teachers indicate that they are not well prepared to teach writing (Gilbert & Graham, 2010; Kiuhara et al., 2009), and it seems reasonable to infer that this lack of preparation applies to teaching writing to students with LD too.”
Using Writing Tasks to Elicit Adolescents’ Historical Reasoning (2012, background): “Kiuhara, Graham, and Hawken (2009) found that when teachers assign writing in history classrooms, the focus typically involves summary of information.”
Teaching Spelling in the Primary Grades: A National Survey of Instructional Practices and Adaptations (2008, background): “Likewise, 71% of the participating high school teachers in Kiuhara, Graham, and Hawkin (2008) indicated they received minimal to no preparation to teach writing during college, and 44% continued to report the same level of preparation when in-service and personal learning efforts were included too.”
Throw 'em out or make 'em better? State and district high-stakes writing assessments (2011, background): “Currently, students in such classes write very little (Applebee & Langer, 2006; Kiuhara et al., 2009).”
Examining the Efficacy of Self-Regulated Strategy Development for Students with Emotional or Behavioral Disorders: A Meta-Analysis (2014, background): “Unfortunately, it has been documented that teachers in secondary classrooms do not often require students to write longer texts or compositions for their classes (Kiuhara et al., 2012; Troia & Olinghouse, 2013).”