Improving the writing performance, knowledge, and self-efficacy of struggling young writers: The effects of self-regulated strategy development
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- Alexander, 1997, Mapping the multidimensional nature of domain learning: The interplay of cognitive, motivational, and strategic forces, Vol. 10, 213
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Handbook of Research on Learning and Instruction
Mayer, R., Alexander, P., & Fiorella, L. (2011) · Routledge eBooks · doi:10.4324/9780203839089 · Cited by 323 · see citing works
“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.”
MethodA meta-analysis of writing instruction for students in the elementary grades.
Graham, S., McKeown, D., Kiuhara, S. A., & Harris, K. R. (2012) · Journal of Educational Psychology · doi:10.1037/a0029185 · Cited by 828 · see citing works
“…(1987)a 6 FR 0.31 Welch (1992) 6 SW 1.72 Wong et al. (2008) SRSD 6 AVG 0.64 Adding self-regulation to strategy instruction Harris et al. (2006)a 2 SW 0.32 Graham et al. (2005)a 3 SW 0.13 Kurtz (1987) 3–6 SW 1.09 Brunstein & Glaser (2011)a 4 FR 0.86 Glaser & Brunstein (2007) 4 FR 0.87 Sawyer et…”
InfluentialSelf-citationPrimary grade writing instruction: A national survey.
Cutler, L., & Graham, S. (2008) · Journal of Educational Psychology · doi:10.1037/a0012656 · Cited by 521 · see citing works
Self-citationHarris, K. R., Graham, S., & Mason, L. H. (2006) · American Educational Research Journal · doi:10.3102/00028312043002295 · Cited by 509 · see citing works
“Graham et al. (2005) also found that adding the peer support component of SRSD had positive effects on the performance of struggling writers, including advantages in the number of story elements contained in posttest narratives, time spent composing posttest informative papers (a variable not…”
BackgroundResultInfluentialSelf-citationEffectiveness of learning strategy instruction on academic performance: A meta-analysis
Donker, A. S., de Boer, H., Kostons, D., Dignath van Ewijk, C. C., & van der Werf, M. P. C. (2014) · Educational Research Review · doi:10.1016/j.edurev.2013.11.002 · Cited by 489 · see citing works
Sun, T., & Wang, C. (2020) · System · doi:10.1016/j.system.2020.102221 · Cited by 390 · see citing works
Graham, S., Berninger, V. W., & Fan, W. (2007) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2007.01.002 · Cited by 294 · see citing works
Self-citationKim, Y. G., & Schatschneider, C. W. (2016) · Journal of Educational Psychology · doi:10.1037/edu0000129 · Cited by 278 · see citing works
Facilitating Student Learning Through Contextualization
Perin, D. (2011) · Community College Review · doi:10.1177/0091552111416227 · Cited by 279 · see citing works
The Teacher’s Role in Implementing Cooperative Learning in the Classroom
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Encouraging Self-Regulated Learning in the Classroom: A Review of the Literature
Zumbrunn, S. K., Tadlock, J., & Roberts, E. D. (2011) · Cited by 221 · see citing works
Paz, S. D. L., & Felton, M. K. (2010) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2010.03.001 · Cited by 195 · see citing works
Almost 30 Years of Writing Research: Making Sense of it All with <i>The Wrath of Khan</i>
Graham, S., & Harris, K. R. (2009) · Learning Disabilities Research & Practice · doi:10.1111/j.1540-5826.2009.01277.x · Cited by 183 · see citing works
“…model, we have also conducted several studies examining the value of specific aspects of the model, including self-regulation procedures (Graham & Harris, 1989; Sawyer et al., 1992) and the generalization procedures described in the previous section (Graham et al., 2005; Harris et al., in press).”
MethodSelf-citationSaddler, B., & Graham, S. (2005) · Journal of Educational Psychology · doi:10.1037/0022-0663.97.1.43 · Cited by 184 · see citing works
Self-citationGlaser, C., & Brunstein, J. C. (2007) · Journal of Educational Psychology · doi:10.1037/0022-0663.99.2.297 · Cited by 179 · see citing works
Promoting Integration of Multiple Texts: a Review of Instructional Approaches and Practices
Barzilai, S., Zohar, A. R., & Mor-Hagani, S. (2018) · Educational Psychology Review · doi:10.1007/s10648-018-9436-8 · Cited by 176 · see citing works
Olinghouse, N. G., & Leaird, J. T. (2008) · Reading and Writing · doi:10.1007/s11145-008-9124-z · Cited by 174 · see citing works
“Few studies have focused on vocabulary instruction as a method of improving writing quality (e.g., Duin & Graves, 1987; Harris & Graham, 1985), whereas another small set of studies has included vocabulary instruction as part of a larger intervention package (e.g., Graham et al., 2005; Harris et al., 2006).”
MethodResultOlinghouse, N. G., & Graham, S. (2009) · Journal of Educational Psychology · doi:10.1037/a0013462 · Cited by 171 · see citing works
Self-citationCamacho, A., Alves, R. A., & Boscolo, P. (2020) · Educational Psychology Review · doi:10.1007/s10648-020-09530-4 · Cited by 208 · see citing works
Rosenzweig, E. Q., Wigfield, A., & Eccles, J. S. (2021) · Educational Psychologist · doi:10.1080/00461520.2021.1984242 · Cited by 176 · see citing works
Practice-Based Professional Development for Self-Regulated Strategies Development in Writing
Harris, K. R., Lane, K. L., Graham, S., Driscoll, S. A., Sandmel, K. N., Brindle, M., & Schatschneider, C. W. (2012) · Journal of Teacher Education · doi:10.1177/0022487111429005 · Cited by 161 · see citing works
“These anchor points were developed in previous studies (see Graham et al., 2005; Harris et al., 2006).”
MethodResultSelf-citationLane, K. L., Harris, K. R., Graham, S., Weisenbach, J. L., Brindle, M., & Morphy, P. (2008) · The Journal of Special Education · doi:10.1177/0022466907310370 · Cited by 158 · see citing works
Self-citationBaker, S. K., Chard, D. J., Ketterlin-Geller, L. R., Apichatabutra, C., & Doabler, C. (2009) · Exceptional Children · doi:10.1177/001440290907500303 · Cited by 155 · see citing works
“For example, Graham et al. (2005) and Harris et al. (2006) investigated the impact of SRSD with two intervention groups and a control group.”
BackgroundMotivation Research in Writing: Theoretical and Empirical Considerations
Troia, G. A., Shankland, R. K., & Wolbers, K. A. (2012) · Reading & Writing Quarterly · doi:10.1080/10573569.2012.632729 · Cited by 157 · see citing works
“Garcia & de Caso, 2004 ; Garcia-Sanchez & Fidalgo-Redondo, 2006 ; Graham & Harris, 1989a , 1989b ; Graham, Harris, & Mason, 2005 ; Sawyer, Graham, & Harris, 1992 ).”
Effects of the Attributes of Educational Interventions on Students’ Academic Performance
de Boer, H., Donker, A. S., & van der Werf, G. P. C. (2014) · Review of Educational Research · doi:10.3102/0034654314540006 · Cited by 141 · see citing works
Kindergarten predictors of third grade writing
Kim, Y.-S., Otaiba, S. A., & Wanzek, J. (2014) · Learning and Individual Differences · doi:10.1016/j.lindif.2014.11.009 · Cited by 141 · see citing works
“Potential sources include self-efficacy and motivation, and content and discourse knowledge (see Graham et al., 2005; Limpo & Alves, 2013; Olinghouse & Graham, 2009), and the types of writing instruction students received (Author et al., 2013; Moat, Foorman, & Taylor, 2006).”
BackgroundMethodSelf-regulated strategy instruction in college developmental writing
MacArthur, C. A., Philippakos, Z. A., & Ianetta, M. (2015) · Journal of Educational Psychology · doi:10.1037/edu0000011 · Cited by 135 · see citing works
Toward an understanding of dimensions, predictors, and the gender gap in written composition.
Kim, Y.-S., Otaiba, S. A., Wanzek, J., & Gatlin, B. (2014) · Journal of Educational Psychology · doi:10.1037/a0037210 · Cited by 136 · see citing works
“…discourse knowledge, and cognitive factors (e.g., strategic writing) have been shown to be related to writing skills (e.g., Bruning & Horn, 2000; Graham et al., 2005; Hidi & Boscolo, 2006; Limpo & Alves, 2013; Pajares, 2003; Olinghouse & Graham, 2009) but were not examined in the present study.”
BackgroundBai, B., & Wang, J. (2020) · System · doi:10.1016/j.system.2020.102404 · Cited by 149 · see citing works
Student- and instruction-level predictors of narrative writing in third-grade students
Olinghouse, N. G. (2007) · Reading and Writing · doi:10.1007/s11145-007-9062-1 · Cited by 129 · see citing works
“In addition, all prompts had been previously used in other writing studies and had shown no statistically significant differences in length or quality of stories across prompts (e.g., Graham, Harris, & Mason, 2005 ).”
ResultHarris, K. R., Graham, S., & Adkins, M. (2014) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2014.02.003 · Cited by 130 · see citing works
Self-citationLane, K. L. (2007) · Education and Treatment of Children · doi:10.1353/etc.2007.0026 · Cited by 123 · see citing works
Saddler, B., & Graham, S. (2007) · Reading & Writing Quarterly · doi:10.1080/10573560701277575 · Cited by 122 · see citing works
“Like Graham, Harris, and Mason (2005), we combined the data from these three items for analysis.”
BackgroundMethodSelf-citationThe teachability and effectiveness of cognitive self-regulation in sixth-grade writers
Torrance, M., Redondo, R. F., & Sánchez, J. N. G. (2007) · Learning and Instruction · doi:10.1016/j.learninstruc.2007.02.003 · Cited by 121 · see citing works
Nussbaum, E. M. (2008) · Journal of Educational Psychology · doi:10.1037/0022-0663.100.3.549 · Cited by 121 · see citing works
Effects of different evaluative feedback on students’ self-efficacy in learning
Chan, J. C.-Y., & Lam, S. (2008) · Instructional Science · doi:10.1007/s11251-008-9077-2 · Cited by 123 · see citing works
TWA + PLANS Strategies for Expository Reading and Writing: Effects for Nine Fourth-Grade Students
Mason, L. H., Snyder, K. H., Sukhram, D. P., et al. (2006) · Exceptional Children · doi:10.1177/001440290607300104 · Cited by 119 · see citing works
Self-citationKırmızı, Ö., & Kırmızı, G. D. (2015) · International Journal of Higher Education · doi:10.5430/ijhe.v4n2p57 · Cited by 115 · see citing works
Modelling the Development of Written Composition
Alamargot, D., & Fayol, M. (2009) · SAGE Publications Ltd eBooks · doi:10.4135/9780857021069.n3 · Cited by 113 · see citing works
Tracy, B., Reid, R., & Graham, S. (2009) · The Journal of Educational Research · doi:10.3200/joer.102.5.323-332 · Cited by 107 · see citing works
Self-citationExpressive Writing Difficulties in Children Described as Exhibiting ADHD Symptoms
Re, A. M., Pedron, M., & Cornoldi, C. (2007) · Journal of Learning Disabilities · doi:10.1177/00222194070400030501 · Cited by 102 · see citing works
Mason, L. H., & Shriner, J. G. (2007) · Reading and Writing · doi:10.1007/s11145-007-9065-y · Cited by 103 · see citing works
“(See Appendix A for scoring rubric.) Both essay parts and quality measures have been validated as effective measures of persuasive writing in prior research ( Graham et al., 2005; Harris et al., 2006).”
BackgroundMethodInfluentialSelf-citationBai, B., & Guo, W. (2018) · Reading & Writing Quarterly · doi:10.1080/10573569.2018.1499058 · Cited by 112 · see citing works
“Studies have demonstrated that students with higher levels of self-efficacy tend to set more challenging goals and thus use a larger variety of cognitive and metacognitive strategies to accomplish a task than those who are less self-efficacious (Graham et al., 2005; Magogwe & Oliver, 2007).”
BackgroundPlanning Instruction and Self-Regulation Training: Effects on Writers with Autism Spectrum Disorders
Asaro‐Saddler, K., & Saddler, B. (2010) · Exceptional Children · doi:10.1177/001440291007700105 · Cited by 102 · see citing works
Rogevich, M. E., & Perin, D. (2008) · Exceptional Children · doi:10.1177/001440290807400201 · Cited by 113 · see citing works
Reid, R. R., & Lienemann, T. O. (2006) · Exceptional Children · doi:10.1177/001440290607300103 · Cited by 98 · see citing works
“Each stage of instruction followed detailed lesson plan guides (Graham et al., 2005).”
BackgroundTrends in Language Acquisition Research
Abbot‐Smith, K. (2013) · Trends in language acquisition research · doi:10.1075/tilar · Cited by 98 · see citing works
Improving the Writing Performance of Struggling Writers in Second Grade
Lienemann, T. O., Graham, S., Leader-Janssen, B., & Reid, R. R. (2006) · The Journal of Special Education · doi:10.1177/00224669060400020301 · Cited by 95 · see citing works
“These findings add to a small but growing body of literature (Graham et al., 2005; Harris et al., in press; Saddler et al., 2004) showing that an early intervention designed to enhance strategic behavior, knowledge, and motivation can have a positive impact on young students who are at risk for writing disabilities.”
BackgroundResultInfluentialSelf-citationModeling AI-assisted writing: How self-regulated learning influences writing outcomes
Jin, F., Lin, C.-H., & Lai, C. (2025) · Computers in Human Behavior · doi:10.1016/j.chb.2024.108538 · Cited by 93 · see citing works
Are Attitudes Toward Writing and Reading Separable Constructs? A Study With Primary Grade Children
Graham, S., Berninger, V. M., & Abbott, R. D. (2012) · Reading & Writing Quarterly · doi:10.1080/10573569.2012.632732 · Cited by 93 · see citing works
“Children typically compose more about topics on which they are knowledgeable and they are motivated to write about (Graham, Harris, & Mason, 2005 ; McCutchen, 1986 ).”
BackgroundSelf-citationSánchez, J. N. G., & Redondo, R. F. (2006) · Learning Disability Quarterly · doi:10.2307/30035506 · Cited by 92 · see citing works
The Relationship between L2 Learners’ Motivation/Attitude and Success in L2 Writing
Hashemian, M., & Heidari, A. (2013) · Procedia - Social and Behavioral Sciences · doi:10.1016/j.sbspro.2013.01.085 · Cited by 87 · see citing works
Kim, Y.-S., Otaiba, S. A., Folsom, J. S., & Gruelich, L. (2013) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2013.01.001 · Cited by 90 · see citing works
Limpo, T., & Alves, R. A. (2013) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2013.07.004 · Cited by 91 · see citing works
“Motivational Effects Contrary to our predictions, the interventions failed to increase students’ self-efficacy (for similar results, see Graham et al., 2005; Page-Voth & Graham, 1999; Sawyer et al., 1992), probably, because it was being overestimated at pretest.”
BackgroundResultZumbrunn, S. K., & Bruning, R. (2012) · Reading and Writing · doi:10.1007/s11145-012-9384-5 · Cited by 87 · see citing works
“Research further has shown that implementing the SRSD model of instruction can improve students’ writing knowledge (Graham, Harris, & Mason, 2005; Harris, et al., 2006; MacArthur & Philippakos, 2010; Saddler & Graham, 2007) by providing them with the cognitive and pragmatic tools necessary for…”
Adodo, S. O. (2013) · Mediterranean Journal of Social Sciences · doi:10.5901/mjss.2013.v4n6p163 · Cited by 89 · see citing works
A scaffolding intervention to improve self-efficacy in source-based argumentative writing
Allagui, B. (2024) · Frontiers in Psychology · doi:10.3389/fpsyg.2024.1454104 · Cited by 85 · see citing works
Dempsey, M. S., PytlikZillig, L. M., & Bruning, R. H. (2009) · Assessing Writing · doi:10.1016/j.asw.2008.12.003 · Cited by 84 · see citing works
Effective Strategies for Self-regulated Learning : A Meta-Analysis
de Boer, H., Donker, A., Kostons, D. D. N. M., Korpershoek, H., & van der Werf, G. P. C. (2013) · University of Groningen research database (University of Groningen / Centre for Information Technology) · Cited by 84 · see citing works
Assessing the Writing Achievement of Young Struggling Writers
Graham, S., Hebert, M. A., Sandbank, M. P., & Harris, K. R. (2014) · Learning Disability Quarterly · doi:10.1177/0731948714555019 · Cited by 83 · see citing works
“The two prompts for each genre produced equivalent writing performance for writing quality with second- and third-grade students in Graham, Harris, and Mason (2005) and Harris et al. (2006).”
BackgroundSelf-citationFollmer, D. J., & Sperling, R. A. (2016) · British Journal of Educational Psychology · doi:10.1111/bjep.12123 · Cited by 83 · see citing works
Mason, L. H., Kubina, R. M., Valasa, L. L., et al. (2010) · Behavioral Disorders · doi:10.1177/019874291003500205 · Cited by 81 · see citing works
Self-citationQiu, X., & Lee, M.-K. (2020) · System · doi:10.1016/j.system.2020.102312 · Cited by 83 · see citing works
Kim, Y. G., Yang, D., Reyes, M., & Connor, C. M. (2021) · Educational Research Review · doi:10.1016/j.edurev.2021.100408 · Cited by 82 · see citing works
Zumbrunn, S. K., Broda, M., Varier, D., & Conklin, S. (2019) · British Journal of Educational Psychology · doi:10.1111/bjep.12315 · Cited by 84 · see citing works
Saddler, B. (2006) · Learning Disability Quarterly · doi:10.2307/30035555 · Cited by 76 · see citing works
Asmari, A. A. A. (2013) · International Education Studies · doi:10.5539/ies.v6n11p130 · Cited by 77 · see citing works
The long-term effects of strategy-focussed writing instruction for grade six students
Redondo, R. F., Torrance, M., & Sánchez, J. N. G. (2008) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2007.09.001 · Cited by 76 · see citing works
Bai, B., Shen, B., & Mei, H. (2020) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2020.100839 · Cited by 89 · see citing works
Shen, B., & Bai, B. (2022) · Applied Linguistics Review · doi:10.1515/applirev-2020-0103 · Cited by 91 · see citing works
Improving the Persuasive Essay Writing of High School Students with ADHD
Jacobson, L. T., & Reid, R. R. (2010) · Exceptional Children · doi:10.1177/001440291007600202 · Cited by 71 · see citing works
Bernard, R. M., Borokhovski, E., Schmid, R. F., Waddington, D. I., & Pickup, D. (2019) · Campbell Systematic Reviews · doi:10.1002/cl2.1017 · Cited by 73 · see citing works
eRevis(ing): Students’ revision of text evidence use in an automated writing evaluation system
Wang, E. L., Matsumura, L. C., Correnti, R. J., Litman, D. J., Zhang, H., Howe, E., Magooda, A., & Quintana, R. (2020) · Assessing Writing · doi:10.1016/j.asw.2020.100449 · Cited by 73 · see citing works
Alber‐Morgan, S. R., Hessler, T., & Konrad, M. (2007) · Education and Treatment of Children · doi:10.1353/etc.2007.0012 · Cited by 71 · see citing works
Exploring the persuasive writing skills of students with high-functioning autism spectrum disorder
Brown, H. M., Johnson, A. M., Smyth, R. E., & Cardy, J. O. (2014) · Research in Autism · doi:10.1016/j.rasd.2014.07.017 · Cited by 69 · see citing works
Little, M. A., Lane, K. L., Harris, K. R., Graham, S., Story, M., & Sandmel, K. N. (2010) · Behavioral Disorders · doi:10.1177/019874291003500206 · Cited by 68 · see citing works
Self-citationDeveloping Quick Writing Skills of Middle School Students With Disabilities
Mason, L. H., Kubina, R. M., & Taft, R. J. (2009) · The Journal of Special Education · doi:10.1177/0022466909350780 · Cited by 67 · see citing works
“The use of anchor points has been developed in previous research (Graham et al., 2005; Harris et al., 2006; Mason & Shriner, 2008).”
MethodSelf-citationCombined Training of One Cognitive and One Metacognitive Strategy Improves Academic Writing Skills
Wischgoll, A. (2016) · Frontiers in Psychology · doi:10.3389/fpsyg.2016.00187 · Cited by 74 · see citing works
“Thereby, cognitive and metacognitive processes are involved (Flavell, 1976; Flower and Hayes, 1984; Bereiter and Scardamalia, 1987; Flower, 1998; Graham et al., 2005; Graham and Perin, 2007).”
BackgroundTeaching Argument and Explanation to Prepare Junior Students for Writing to Learn
Klein, P. D., & Rose, M. A. (2010) · Reading Research Quarterly · doi:10.1598/rrq.45.4.4 · Cited by 62 · see citing works
Differentiated Writing Interventions for High-Achieving Urban African American Elementary Students
Geisler, J. L., Hessler, T., Gardner, R., & Lovelace, T. S. (2009) · Journal of Advanced Academics · doi:10.1177/1932202x0902000202 · Cited by 62 · see citing works
“Graham, Harris, and Mason (2005); Gansle, Noell, VanDerHeyden, Naquin, and Slider (2002); Tindal and Hasbrouck (1991); and Tindal and Parker (1991) used rubric scores as evaluative measures in their studies.”
BackgroundBai, B., Wang, J., & Zhou, H. (2021) · Computer Assisted Language Learning · doi:10.1080/09588221.2020.1871030 · Cited by 72 · see citing works
“Moreover, motivation can increase as a result of SRL development (Graham, Harris, & Mason, 2005).”
BackgroundInstruction in a Strategy for Compare–Contrast Writing
MacArthur, C. A., & Philippakos, Z. A. T. (2010) · Exceptional Children · doi:10.1177/001440291007600404 · Cited by 61 · see citing works
Self-regulated strategy development in writing: Going beyond NLEs to a more balanced approach
Harris, K. R., Santangelo, T., & Graham, S. (2008) · Instructional Science · doi:10.1007/s11251-008-9062-9 · Cited by 61 · see citing works
“Although the process approach has been an important step forward in responding to calls for improved writing instruction in the U.S., research indicates this model does not adequately support the writing development of many students, including average writers as well as those with significant learning difficulties (e.…”
MethodSelf-citationCognitions: Self-Talk and Performance
Theodorakis, Y., Hatzigeorgiadis, A., & Comoutos, N. (2012) · Oxford University Press eBooks · doi:10.1093/oxfordhb/9780199731763.013.0010 · Cited by 64 · see citing works
Redondo, R. F., Torrance, M., Rijlaarsdam, G., van den Bergh, H., & Álvarez, M. L. (2014) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2014.11.004 · Cited by 60 · see citing works
“This contrasts with findings of previous research (Graham et al., 2005; Harris et al., 2006; Yarrow & Topping, 2001).”
ResultImplicit theories of writing and their impact on students' response to a SRSD intervention
Limpo, T., & Alves, R. A. (2014) · British Journal of Educational Psychology · doi:10.1111/bjep.12042 · Cited by 62 · see citing works
(2016) · Grantee Submission · Cited by 79 · see citing works
Boruchovitch, E. (2014) · Psicologia Escolar e Educacional · doi:10.1590/2175-3539/2014/0183759 · Cited by 58 · see citing works
Subtypes of Written Expression in Elementary School Children: A Linguistic-Based Model
Wakely, M. B., Hooper, S. R., de Kruif, R. E. L., et al. (2006) · Developmental Neuropsychology · doi:10.1207/s15326942dn2901_7 · Cited by 57 · see citing works
“More recently, Graham, Harris, and Mason (2005) demonstrated improvements in writing using a modified SRSD model with peer support, with improvements in knowledge about planning and overall self-regulation.”
BackgroundXu, J. (2021) · Assessing Writing · doi:10.1016/j.asw.2021.100593 · Cited by 57 · see citing works
Harris, K. R., Lane, K. L., Driscoll, S. A., Graham, S., Wilson, K. D., Sandmel, K. N., Brindle, M., & Schatschneider, C. W. (2012) · The Elementary School Journal · doi:10.1086/667403 · Cited by 56 · see citing works
“These anchor points were developed in prior investigations (see Graham et al., 2005; Harris et al., 2006).”
InfluentialSelf-citationEarly Writing Intervention: A Best Evidence Synthesis
McMaster, K. L., Kunkel, A. K., Shin, J., Jung, P., & Lembke, E. S. (2017) · Journal of Learning Disabilities · doi:10.1177/0022219417708169 · Cited by 56 · see citing works
Emphasizing Planning for Essay Writing With a Computer-Based Graphic Organizer
Evmenova, A. S., Regan, K. S., Boykin, A., Good, K., Hughes, M. D., MacVittie, N., Sacco, D. M., Ahn, S. Y., & Chirinos, D. S. (2015) · Exceptional Children · doi:10.1177/0014402915591697 · Cited by 56 · see citing works
The bright and dark side of writing motivation: Effects of explicit instruction and peer assistance
Smedt, F. D., Graham, S., & Keer, H. V. (2018) · The Journal of Educational Research · doi:10.1080/00220671.2018.1461598 · Cited by 58 · see citing works
“…students’ writing performance has been widely acknowledged (Graham, 2006; Graham et al., 2012; Koster et al., 2015), more research is needed to get more in-depth insights into the effect of explicit instruction on students’ motivation (Graham et al., 2005) from the angle of the SDT framework.”
BackgroundResultInfluentialSelf-citationChen, J., Zhang, L. J., & Chen, X. (2022) · Language Teaching Research · doi:10.1177/13621688221134967 · Cited by 67 · see citing works
“There were other studies in which participants’ reported levels of self-efficacy remained unchanged after the SRL strategies-based writing instruction (e.g. Graham, Harris, & Mason, 2005; Mills, 2012).”
Developmental Trajectories of Writing Skills in First Grade
Kim, Y.-S., Puranik, C. S., & Otaiba, S. A. (2015) · The Elementary School Journal · doi:10.1086/681971 · Cited by 54 · see citing works
Roscoe, R. D., Segedy, J. R., Sulcer, B., Jeong, H., & Biswas, G. (2012) · Computers & Education · doi:10.1016/j.compedu.2012.11.008 · Cited by 53 · see citing works
Effect of a Coteaching Handwriting Program for First Graders: One-Group Pretest–Posttest Design
Case‐Smith, J., Holland, T., Lane, A. E., et al. (2012) · American Journal of Occupational Therapy · doi:10.5014/ajot.2012.004333 · Cited by 53 · see citing works
“Research on handwriting interventions has examined the effects of one-on-one (Graham, Harris, & Mason, 2005; Zwicker & Hadwin, 2009) and small-group (Berninger et al., 1997; Weintraub et al., 2009) models.”
Berkeley, S. L., & Larsen, A. (2018) · Learning Disabilities Research and Practice · doi:10.1111/ldrp.12165 · Cited by 53 · see citing works
Lane, K. L., Harris, K. R., Graham, S., Driscoll, S. A., Sandmel, K. N., Morphy, P., Hebert, M. A., House, E., & Schatschneider, C. W. (2011) · Journal of Research on Educational Effectiveness · doi:10.1080/19345747.2011.558987 · Cited by 51 · see citing works
“These anchor points were developed in prior investigations (see Graham et al., 2005; Harris et al., 2006) and capture the range of writing performance in secondgrade classes.”
BackgroundSelf-citation
- Authors
- Graham, S., Harris, K. R., & Mason, L.
- Affiliations
- Vanderbilt University (US)
- University of Illinois Urbana-Champaign (US)
- Corresponding author
- Graham, Steve
- Venue
- Contemporary Educational Psychology
- Publisher
- Elsevier BV
- Published
- 2005-04
- Volume
- 30
- Issue
- 2
- Pages
- 207-241
- ISSN
- 0361-476X (ISSN-L)
- OpenAlex
- W2131305728
- Cited by
- 605
- References
- 67
- Citations by year
- 2026: 10 · 2025: 22 · 2024: 33 · 2023: 46 · 2022: 41 · 2021: 45 · 2020: 34 · 2019: 34 · 2018: 32 · 2017: 35 · 2016: 27 · 2015: 31 · 2014: 36 · 2013: 36 · 2012: 25
- FWCI
- 58.77
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Contemporary Educational Psychology (publishedVersion)
- Topics
- Social Sciences › Education › Writing and Handwriting Education
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Keywords
- self-regulated strategy development, struggling writers, writing self-efficacy, writing knowledge, writing strategies, peer support, third grade, minority students, low-income schools, writing workshop, persuasive essay, story writing, informative writing, writing planning
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