The Effects of Peer-Assisted Sentence-Combining Instruction on the Writing Performance of More and Less Skilled Young Writers.

By Bruce Saddler, Steve Graham. 2005

220 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/e56ef976a3c4e5f1f58339e06e3086eb43a132de

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Handbook of Research on Learning and Instruction (2011, background): “They examine and value the relevance of prior knowledge in learning and utilize the social nature of games to enhance knowledge construction (Griffin & Butler, 2005).”
Student- and instruction-level predictors of narrative writing in third-grade students (2008, background): “Sentence combining instruction, which helps students write more complex, syntactically correct sentences has mixed support (e.g., Hillocks, 1986; Saddler & Graham, 2005 ).”
Syntactic complexity as a predictor of adolescent writing quality: Which measures? Which genre? (2009, background): “Despite evidence that some of these approaches, especially sentence-combining, improved writing performance (Hillocks, 1986; O’Hare, 1973; Saddler & Graham, 2005 ), writing instruction has generally moved away from sentence-level exercises to a focus upon higher-level processes such as planning, or”
Almost 30 Years of Writing Research: Making Sense of it All with The Wrath of Khan (2009, background): “For example, Saddler and Graham (2005) reported that sentence combining instruction had a positive impact on the quality of text produced by struggling writers.”
Child writers’ construction and reconstruction of single sentences and construction of multi-sentence texts: contributions of syntax and transcription to translation (2011, methodology): “…awareness (Berninger & Wolf, 2009); and (b) explicit strategies such as sentence combining (e.g., Graham & Perin, 2007; Nelson et al., 2009; Saddler & Graham, 2005), which is essentially re-translating and may provide a developmental foundation for learning to revise to improve translation.”
Effectiveness of spelling interventions for learners with dyslexia: A meta-analysis and systematic review (2020, background): “There are also theoretical arguments implicating that the influence of morphological knowledge extends to writing quality (McCutchen, Stull, Herrera, Lotas, & Evans, 2014; Saddler & Graham, 2005).”
Teaching planning or sentence-combining strategies: Effective SRSD interventions at different levels of written composition (2013, background): “Although increases in text length had already been reported after planning instruction (De La Paz & Graham, 2002; Graham et al., 2005; Harris et al., 2006), Saddler and Graham (2005) found no changes in text length after sentence-combining instruction.”
The Relationship between Writing Knowledge and Writing Performance among More and Less Skilled Writers (2007, methodology): “The study included two groups of fourth-grade students who were participating in a larger research project (see Saddler & Graham, 2005).”
Examining the transcription-writing link: Effects of handwriting fluency and spelling accuracy on writing performance via planning and translating in middle grades (2017, background): “This not only facilitates the clear and syntactically correct expression of ideas held in mind, but also sets the stage for revision (Saddler & Graham, 2005).”
The effect of grammar teaching on writing development (2006, background): “Saddler and Graham's study ( 2005 ) suggests that sentence‐combining is not a practice or a topic for research confined to the 1960s to 1980s.”
A meta-analysis of writing instruction for adolescent students. (2007, background): “…459) Table 4 (continued ) Study Grade Participant type n Genre Treatment Quality indicator score Publication type Effect size Sentence combining Saddler and Graham (2005) 4 average & basic 44 N sentence-combining instruction versus grammar instruction (random assignment) 8.0 J 0.42 Stoddard…”
Writing development in four genres from grades three to seven: syntactic complexity and genre differentiation (2011, background): “Additionally, sentencecombining instruction was common in curricula from the 1960’s; and despite evidence that it is effective in improving writing performance (Graham & Perin, 2007; Hillocks, 1986; O’Hare, 1973; Saddler & Graham, 2005 ), writing instruction has moved away from sentence-level exerc”
What We Know, What We Still Need to Know: Teaching Adolescents to Write (2007, background): “This is done through a series of exercises where students are taught how to combine simpler sentences into more complex ones through a process of teacher modeling and guided student practice (see Saddler & Graham, 2005, for example).”