A meta-analysis of single subject design writing intervention research.

By L. Rogers, Steve Graham. 2008

352 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/dc3e44ec0e07fe8244e11ef9e6cf950b09e77f08

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

Handbook of Research on Learning and Instruction (2011, methodology): “Under this influence, scholars have applied three models to explain and guide learning in the psychomotor domain: information processing, expertise-novice comparison, and dynamical systems.”
A Meta-Analysis of Writing Instruction for Students in the Elementary Grades. (2012, background): “Implementing evidence-based writing instruction is a challenging task (Rogers & Graham, 2008).”
Formative Assessment and Writing (2015, result): “…effective practices identified in this initial report were expanded and further supported with evidence taken from other types of experiments (i.e., single-subject design; qualitative study of exceptional literacy teachers) in subsequent reviews (e.g., Graham & Perin, 2007b; Rogers & Graham, 2008).”
Teaching planning or sentence-combining strategies: Effective SRSD interventions at different levels of written composition (2013, background): “Several meta-analyses indicated that strategy instruction is one the best teaching practices to promote writing quality in Grades 2–12 (Graham, McKeown, Kiuhara, & Harris, 2012; Graham & Perin, 2007; Rogers & Graham, 2008).”
Research-Based Writing Practices and the Common Core (2015, methodology): “The positive impact of goal setting was also confirmed in four single-subject design studies (from Rogers & Graham, 2008) with students in grades 2 to 8 (average PND 89% for writing productivity; this is considered a moderate effect).”
A Meta-Analysis of Writing Interventions for Students With Learning Disabilities (2014, background): “Researchers have reported positive effects of specific writing treatments for struggling writers and students with LD in several meta-analyses (Graham, 2006: Graham & Harris, 2003; Graham, McKeown, Kiuhara, & Harris, 2012; Graham & Perin, 2007; Rogers & Graham, 2008).”
The Process Writing Approach: A Meta-analysis (2011, background): “The results from several meta-analyses conducted during the last three decades supports this contention (Bangert-Drowns, 1993; Goldring, Russell, & Cook, 2003; Graham & Perin, 2007; Hillocks, 1986; Rogers & Graham, 2008).”
Building a House on Sand: Why Disciplinary Literacy Is Not Sufficient to Replace General Strategies for Adolescent Learners Who Struggle (2012, methodology): “Specifically, two recent meta-analyses were chosen for both reading strategy instruction (i.e., Edmonds et al., 2009; Wanzek, Wexler, Vaughn, & Ciullo, 2010) and writing strategy instruction (i.e., Graham & Perin, 2007; Rogers & Graham, 2008).”