Improving the Writing Performance of Young Struggling Writers

By Steve Graham, K. Harris. 2005

301 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/d4032d8481bd4eca10011e28187a85e6586854a2

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In Developmental and Educational Psychology

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Citations in the corpus

Effectiveness of the Self-Regulation Empowerment Program With Urban High School Students (2008, background): “…consistently shown that students who are more skilled in using specific tactics during learning and who attribute poor test performances to strategic causes attain high levels of success and will exhibit adaptive motivation profiles (Cleary et al., 2006; Graham & Harris, 2005; Mason et al., 2006).”
Concurrent and longitudinal neuropsychological contributors to written language expression in first and second grade students (2011, background): “Although, our knowledge of the underlying neuropsychological components of reading and associated instructional strategies has proliferated over the past 20 years, we have only begun to understand the neuropsychological factors that contribute to the development of written expression (Edwards, 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).”
What We Know, What We Still Need to Know: Teaching Adolescents to Write (2007, background): “Thus, we also need to identify effective instructional writing practices in the early elementary grades so that we can provide adolescents with a solid foundation for writing and prevent as well as ameliorate possible writing difficulties (see Graham & Harris, 2005).”
Curriculum-Based Measures of Beginning Writing: Technical Features of the Slope (2011, background): “Many students with learning disabilities (LD) experience writing difficulties (Graham & Harris, 2005; Graham, Harris, & Larsen, 2001), but these difficulties often go undetected until late elementary or intermediate grades, when they become increasingly difficult to remediate.”
Effects of Jigsaw II Technique on Academic Achievement and Attitudes to Written Expression Course. (2010, methodology): “Writing is a tool by which people reveal their knowledge (Graham and Harris, 2005).”
What About Writing? A National Exploratory Study of Writing Instruction in Teacher Preparation Programs (2016, background): “Unfortunately, little emphasis was placed on writing, which is essential for school success (Graham & Harris, 2005) and the primary way K to 12 students demonstrate their subject-area knowledge in school (Graham & Harris, 2004).”
Using Self-Regulated Strategy Development to Support Students Who Have “Trubol Giting Thangs Into Werds” (2008, methodology): “In addition to knowing how to use the SRSD stages and principles for evaluation, it is important to understand that there are other instructional characteristics that significantly influence the efficacy of SRSD (Graham & Harris, 2005b).”