Primary grade teachers' instructional adaptations for struggling writers: A national survey

By Steve Graham, K. Harris, Barbara Fink-Chorzempa, Charles A. MacArthur. 2003

182 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/f7f9491e305c8675ebf48821b6f03d219e91f1e9

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Teaching Writing to Elementary Students in Grades 4–6: A National Survey (2010, methodology): “Findings from survey and observational studies (Christenson et al., 1989; Cutler & Graham, 2008; Graham et al., 2003) suggested that elementary grade students spend only about 20–25 minutes per day writing.”
Teaching writing to middle school students: a national survey (2013, background): “The success of teaching writing depends, at least in part, on providing instruction that is responsive to students’ needs (Graham et al., 2003).”
Student- and instruction-level predictors of narrative writing in third-grade students (2008, methodology): “The results indicated that the teachers in this study allocated a similar amount of time teaching writing skills as teachers in a national survey on writing instruction ( Graham et al., 2003 ).”
Primary Grade Writing Instruction: A National Survey. (2008, methodology): “The findings from this study and to a lesser extent Graham et al. (2003) also provide some directions for what needs to be done to reform writing instruction.”
Almost 30 Years of Writing Research: Making Sense of it All with The Wrath of Khan (2009, background): “Thus, there were some teachers who devoted little time to writing or writing instruction (Cutler & Graham, 2008), and almost 40% of teachers made few or no adaptations for struggling writers (Graham et al., 2003; Graham, Morphy et al., 2008).”
Improving the Writing, Knowledge, and Motivation of Struggling Young Writers: Effects of Self-Regulated Strategy Development With and Without Peer Support (2006, unknown): “For example, the writing instruction of the majority of primary-grade teachers in a randomly selected national sample ( Graham, Harris, Fink-Chorzempa, & MacArthur, 2003 ) comprised elements consistent with this approach, including (Lipson, Mosenthall, Daniels, & Woodside-Jiron, 2000) an emphasis on”
Teaching to address diverse learning needs: development and validation of a Differentiated Instruction Scale (2013, background): “Taken together, these results are in line with previous studies showing that teachers tend to use instructional adaptations that do not require much preparation or tailored instruction (Graham et al. 2003, 2008; McLeskey and Waldron 2011; Scott, Vitale, and Masten 1998).”
The relationship between measures of vocabulary and narrative writing quality in second- and fourth-grade students (2009, background): “Teachers completed a survey ( Graham, Harris, Fink-Chorzempa, & MacArthur, 2003 ) in the fall and spring of the school regarding their writing instructional practices.”
Student, teacher and class-level correlates of Flemish late elementary school children’s writing performance (2016, result): “This finding was in line with previous research showing that students did not spend a lot of time writing at school (Cutler & Graham, 2008; Gilbert & Graham, 2010; Graham et al., 2003).”
Teaching writing to high school students: A national survey (2009, background): “The success of teaching writing depends, at least in part, on providing instruction that is responsive to students’ needs (Graham et al., 2003).”