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Improving the writing performance, knowledge, and self-efficacy of struggling young writers: The effects of self-regulated strategy development

Graham, Steve, Harris, Karen R., Mason, Linda·2005·Contemporary Educational Psychology

DOI 10.1016/j.cedpsych.2004.08.001

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“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.”
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Graham, S., McKeown, D., Kiuhara, S. A., & Harris, K. R. (2012) · Journal of Educational Psychology · doi:10.1037/a0029185 · Cited by 828
“…(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…”
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“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…”
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“…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).”
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“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).”
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The relationship between the discourse knowledge and the writing performance of elementary-grade students.
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“These anchor points were developed in previous studies (see Graham et al., 2005; Harris et al., 2006).”
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Lane, 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
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Teaching Writing to At-Risk Students: The Quality of Evidence for Self-Regulated Strategy Development
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“For example, Graham et al. (2005) and Harris et al. (2006) investigated the impact of SRSD with two intervention groups and a control group.”
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Motivation 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
“Garcia & de Caso, 2004 ; Garcia-Sanchez & Fidalgo-Redondo, 2006 ; Graham & Harris, 1989a , 1989b ; Graham, Harris, & Mason, 2005 ; Sawyer, Graham, & Harris, 1992 ).”
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“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).”
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“…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.”
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“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 ).”
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“Each stage of instruction followed detailed lesson plan guides (Graham et al., 2005).”
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“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.”
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Self-citation
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Mason, L. H., Kubina, R. M., & Taft, R. J. (2009) · The Journal of Special Education · doi:10.1177/0022466909350780 · Cited by 67
“The use of anchor points has been developed in previous research (Graham et al., 2005; Harris et al., 2006; Mason & Shriner, 2008).”
MethodSelf-citation
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“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).”
Background
Teaching Argument and Explanation to Prepare Junior Students for Writing to Learn
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“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.”
Background
An intervention study to improve primary school students’ self-regulated strategy use in English writing through e-learning in Hong Kong
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“Moreover, motivation can increase as a result of SRL development (Graham, Harris, & Mason, 2005).”
Background
Instruction in a Strategy for Compare–Contrast Writing
MacArthur, C. A., & Philippakos, Z. A. T. (2010) · Exceptional Children · doi:10.1177/001440291007600404 · Cited by 61
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
“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-citation
Cognitions: 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
Strategy-focused writing instruction: Just observing and reflecting on a model benefits 6th grade students
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
“This contrasts with findings of previous research (Graham et al., 2005; Harris et al., 2006; Yarrow & Topping, 2001).”
Result
Implicit 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
Untitled work
(2016) · Grantee Submission · Cited by 79
Autorregulação da aprendizagem: contribuições da psicologia educacional para a formação de professores
Boruchovitch, E. (2014) · Psicologia Escolar e Educacional · doi:10.1590/2175-3539/2014/0183759 · Cited by 72
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
“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.”
Background
Incremental Intelligence Matters: How L2 Writing Mindsets Impact Feedback Orientation and Self-Regulated Learning Writing Strategies
Xu, J. (2021) · Assessing Writing · doi:10.1016/j.asw.2021.100593 · Cited by 61
Tier 1, Teacher-Implemented Self-Regulated Strategy Development for Students With and Without Behavioral Challenges
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
“These anchor points were developed in prior investigations (see Graham et al., 2005; Harris et al., 2006).”
InfluentialSelf-citation
Early 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
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
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 69
“…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-citation
L2 learners’ self-regulated learning strategies and self-efficacy for writing achievement: A latent profile analysis
Chen, J., Zhang, L. J., & Chen, X. (2022) · Language Teaching Research · doi:10.1177/13621688221134967 · Cited by 67
“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
Shallow strategy development in a teachable agent environment designed to support self-regulated learning
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
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
“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.”
Fostering Self‐Regulation of Students with Learning Disabilities: Insights from 30 Years of Reading Comprehension Intervention Research
Berkeley, S. L., & Larsen, A. (2018) · Learning Disabilities Research and Practice · doi:10.1111/ldrp.12165 · Cited by 53
Self-Regulated Strategy Development at Tier 2 for Second-Grade Students With Writing and Behavioral Difficulties: A Randomized Controlled Trial
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
“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
ORCID: Graham, Steve
Harris, Karen R.
Venue: Contemporary Educational Psychology
Publisher: Elsevier BV
Published: 2005-04
Volume: 30
Issue: 2
Pages: 207-241
ISSN: 0361-476X (ISSN-L)
DOI: 10.1016/j.cedpsych.2004.08.001
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
Licence: www.elsevier.com/tdm/userlicense/1.0/ (tdm)
www.elsevier.com/legal/tdmrep-license (tdm)
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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Improving the writing performance, knowledge, and self-efficacy of struggling young writers: The effects of self-regulated strategy development

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