Teaching Expressive Writing to Students with Learning Disabilities: A Meta-Analysis

By R. Gersten, S. Baker. The Elementary school journal, 2001

235 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/f89a7ebf4228968bf8581e063fdb4d5acaaa6dc7

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In Developmental and Educational Psychology

In Education

In Safety Research

Citations in the corpus

What About Writing? A National Exploratory Study of Writing Instruction in Teacher Preparation Programs (2016, background): “Teachers are often instrumental in the explanations and modeling required for a writing apprenticeship and/or community of writers (Bifuh-Ambe, 2013; Gersten & Baker, 2001; Pella, 2011).”
Teaching Writing to At-Risk Students: The Quality of Evidence for Self-Regulated Strategy Development (2009, methodology): “In summarizing research on writing instruction for students with LD, Gersten and Baker (2001) stated that on “every conceivable measure of writing performance—including both measures of writing quality and quantity and occurring across narrative and a range of expository text structures—students wit”
Motivation Research in Writing: Theoretical and Empirical Considerations (2012, methodology): “Gersten and Baker (2001) conducted a meta-analysis of 13 intervention studies with students with LD to determine the impact cognitive strategy instruction for composing had on these students.”
A Synthetic Analysis of the Effectiveness of Single Components and Packages in Creativity Training Programs (2006, methodology): “This equation was also employed by Gersten and Baker (2001). Goff (1992) also used analysis of covariance to statistically control the pretest difference when comparing the difference in posttest means between the experimental and control groups.”
A Meta-Analysis of Writing Interventions for Students With Learning Disabilities (2014, methodology): “We also searched the National Technical Information Service (NTIS) to identify technical reports that met eligibility criteria, and we searched the reference lists of prior meta-analyses (e.g., Gersten & Baker, 2001; Graham et al., 2012; Graham & Perin, 2007; Hillocks, 1984; Sandmel & Graham, 2011).”
Student- and instruction-level predictors of narrative writing in third-grade students (2008, background): “Although some individual writing skills appear to be a beneficial component of writing instruction, effective writing instruction consists of a balanced approach that focuses on both high-level (planning and revising) skills, along with basic writing skills such as handwriting, spelling, and grammar”
The Roles of Instructional Practices and Motivation in Writing Performance (2007, background): “Gersten and Baker (2001) did a meta-analysis of writing interventions for students with”
Effective Beginning Reading Instruction (2002, background): “Given the extensive experimental literature documenting that even struggling learners can be taught to write in school in ways that make them unambiguously more literate (Gersten & Baker, 2001), saying nothing about writing was a salient omission by the Panel.”
Constraints in the Production of Written Text in Children with Specific Language Impairments (2007, unknown): “Thus focussing on the content of the writing, that is idea generation with the necessary vocabulary, will allow teachers to capitalize on the children’s strengths in writing (Gersten & Baker, 1999).”
SELF-EFFICACY BELIEFS, MOTIVATION, AND ACHIEVEMENT IN WRITING: A REVIEW OF THE LITERATURE (2003, methodology): “…progress, using mnemonic strategies, learning revision strategies, using self-instructions for strategy induction, and self-evaluating progress (Butler, Elaschuk, & Poole, 2000; Graham & Harris, 1989a; 1989b; Graham & MacArthur, 1988; Graham et al., 1992; see also Gersten & Baker, 2001).”
Relationships between writing motivation, writing activity, and writing performance: effects of grade, sex, and ability (2013, unknown): “…gendered views of writing, (b) reinforcing effort attributions for success when students are initially mastering a skill, strategy, or task, and (c) promoting positive self-efficacy beliefs by scaffolding students’ success in writing using strategy instruction (see Gersten & Baker, 2001).”