The Relationship between Writing Knowledge and Writing Performance among More and Less Skilled Writers

By Bruce Saddler, Steve Graham. 2007

110 citations recorded by the source corpus.

Subfields: Education, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/e3456c752c4db0a23b9acc67245cc8600d7ef0c9

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Steve Graham
2. K. Harris
3. Sharlene A. Kiuhara
4. G. A. Troia
5. Nonie K. Lesaux
6. Michael J. Kieffer
7. Evan J. Fishman
8. Kimberly A Wolbers

In Language and Linguistics

1. K. Harris
2. Nonie K. Lesaux
3. Michael J. Kieffer
4. Steve Graham
5. Sharlene A. Kiuhara
6. Joan G. Kelley
7. Evan J. Fishman
8. Elisabeth Faller

In Literature and Literary Theory

1. K. Harris
2. Steve Graham
3. Sharlene A. Kiuhara
4. Evan J. Fishman
5. G. A. Troia
6. Michael J. Kieffer
7. Abdullah Şahin
8. Rui Alexandre Alves

Citations in the corpus

• Almost 30 Years of Writing Research: Making Sense of it All with The Wrath of Khan (2009, background): “In our research with students with LD and other struggling writers, we found that these students’ conceptions about how to write placed undue emphasis on form and mechanics (Graham et al., 1993; Saddler & Graham, 2007).”
• Linguistic features in writing quality and development: An overview (2020, unknown): “…2000; Tierney & Shanahan, 1991), greater vocabulary knowledge (Allen & McNamara, 2014; Allen, Snow, Crossley et al., 2014; Stæhr, 2008), grade level (Attali & Powers, 2008), greater flexibility (Allen, Snow, & McNamara, 2014; 2016), and more writing-specific knowledge (Saddler & Graham, 2007).”
• Motivation Research in Writing: Theoretical and Empirical Considerations (2012, background): “That is, students with writing problems may lack metacognitive knowledge about their own learning capabilities and personal strategic resources and the exact demands imposed by specific writing tasks (e.g., Lin, Monroe, & Troia, 2007; Saddler & Graham, 2007).”
• The Relationship among Strategic Writing Behavior, Writing Motivation, and Writing Performance with Young, Developing Writers (2017, methodology): “Second, only one previous study (Saddler & Graham, 2007) was conducted with fourth-grade students, and the measure of strategic writing behavior in that investigation involved asking students what they knew about writing.”
• The Effectiveness and Ease of Implementation of an Academic Vocabulary Intervention for Linguistically Diverse Students in Urban Middle Schools (2010, background): “Skilled writers are more knowledgeable about the process of writing than less skilled writers (e.g., Saddler & Graham, 2007).”