Cited by 605Writing and Handwriting EducationInnovative Teaching and Learning MethodsReading and Literacy Development

The DOI matches its Crossref record; 60 of the 67 references it cites were found in a registry or an index.

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

Open this paper in CoChat — free account

Integrity signals

Registry

Crossref · 10.1016/j.cedpsych.2004.08.001

Cites

60 of 60 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Claims the paper makes

We couldn’t retrieve this paper’s full text, so its claims and self-check weren’t run. The registry and citation checks still apply.

Nonparametric Statistics for the Behavioral Sciences
Guitton, H., & Siegel, S. (1958) · Revue économique · doi:10.2307/3498751 · Cited by 35,279
Nonparametric Statistics for the Behavioral Sciences.
Whitfield, J. W., & Siegel, S. (1957) · Journal of the Royal Statistical Society Series A (General) · doi:10.2307/2342828 · Cited by 8,017
Perspectives on socially shared cognition.
Resnick, L. B., Levine, J. M., & Teasley, S. D. (1991) · American Psychological Association eBooks · doi:10.1037/10096-000 · Cited by 3,468
Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation.
Bandura, A., & Schunk, D. H. (1981) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.41.3.586 · Cited by 2,675
Untitled work
(1997) · Cambridge University Press eBooks · Cited by 2,510
Writing: Teachers and Children at Work
Cook, G. E., Stotsky, S. L., & Graves, D. H. (1986) · College Composition and Communication · doi:10.2307/357919 · Cited by 1,834
Advances in Motivation and Achievement
(2014) · Emerald Group Publishing Limited eBooks · doi:10.1108/s0749-742320140000018017 · Cited by 1,545
Self-regulated learning : from teaching to self-reflective practice
Schunk, D. H., & Zimmerman, B. J. (1998) · Cited by 1,426
Wechsler Individual Achievement Test
Smith, D. R. (2001) · Elsevier eBooks · doi:10.1016/b978-012058570-0/50008-2 · Cited by 1,417
Woodcock-Johnson Psycho-Educational Battery-Revised
Leighton, C. R. (1990) · PsycEXTRA Dataset · doi:10.1037/e500812010-005 · Cited by 1,315

Flagged first, then by citations

Show all 67 references

7 of the 67 references couldn’t be matched to a known paper.

Research works printed but not linked: 1

Alexander, 1997, Mapping the multidimensional nature of domain learning: The interplay of cognitive, motivational, and strategic forces, Vol. 10, 213

Sorted by citations

Items 201–300 of 602

Metacognición, escritura y rendimiento académico en universitarios de Colombia y Francia
(Colombia), U. D. N., Campo, K., Escorcia, D., Moreno, M. M., de Poitiers, U., & Palacio, J. J. (2016) · Avances en Psicología Latinoamericana · doi:10.12804/apl34.2.2016.03 · Cited by 20
Teaching Writing
Cheung, Y. L. (2016) · English Language Education · doi:10.1007/978-3-319-38834-2_13 · Cited by 49
Estrategias metacognitivas en entornos digitales para estudiantes con baja comprensión lectora
Castillo, P. F. N., Hernández, Y. C. U., Garro-Aburto, L. L., et al. (2021) · Revista Electrónica de Investigación Educativa · doi:10.24320/redie.2021.23.e28.3953 · Cited by 19
Contribution of Oral Language Skills, Linguistic Skills, and Transcription Skills to Chinese Written Composition Among Fourth-Grade Students
Yeung, P., Ho, C. S., Chan, D. W., & Chung, K. K. H. (2013) · Discourse Processes · doi:10.1080/0163853x.2013.841070 · Cited by 19
Writing to learn in science: Effects on Grade 4 students' understanding of balance
Rouse, A. G., Graham, S., & Compton, D. L. (2016) · The Journal of Educational Research · doi:10.1080/00220671.2015.1103688 · Cited by 19
Self-citation
The effects of different types of video modelling on undergraduate students' motivation and learning in an academic writing course
Raedts, M., Steendam, E. V., Grez, L. D., Hendrickx, J., & Masui, C. (2017) · Journal of Writing Research · doi:10.17239/jowr-2017.08.03.01 · Cited by 19
Looking down the road: Future directions for research on depth and regulation of strategic processing
Alexander, P. A. (2018) · British Journal of Educational Psychology · doi:10.1111/bjep.12204 · Cited by 22
Writing from Multiple Source Texts: SRSD for Fifth Grade Learners in Inclusive Settings
FitzPatrick, E. R., & McKeown, D. (2021) · Learning Disabilities Research and Practice · doi:10.1111/ldrp.12257 · Cited by 20
“Because struggling writers and students with LD, whose writing tends to be hindered by ineffectual planning and organization (e.g., Graham et al., 2005), might beneﬁt from improved planning, and from the use of that plan throughout the writing process, these results are promising.”
Result
Promoting transcription in third-grade classrooms: Effects on handwriting and spelling skills, composing, and motivation
Limpo, T., Vigário, V., Rocha, R. S., & Graham, S. (2020) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2020.101856 · Cited by 21
Self-citation
Mathematics-writing synthesis: Kindergarten through Grade 12 mathematics-writing outcomes and instructional methods
Arsenault, T. L., Powell, S. R., & King, S. G. (2024) · Reading and Writing · doi:10.1007/s11145-024-10530-x · Cited by 18
“Next, we coded for the mathematics-writing instructional methods: self-regulated strategy development (SRSD; Graham et al., 2005), attack strategy, paraphrasing, journal writing, letter writing, defining vocabulary, note taking, responding to mathematics-writing prompts, explaining after solving a…”
A multilevel framework for assessing self‐regulated learning in school contexts: Innovations, challenges, and future directions
Cleary, T. J., & Russo, M. R. (2023) · Psychology in the Schools · doi:10.1002/pits.23035 · Cited by 18
An action research on the development of self- regulated writing strategies of Turkish EFL students
Göy, N. (2017) · Eurasian Journal of Applied Linguistics · doi:10.32601/ejal.460994 · Cited by 18
Teacher-Implemented Self-Regulated Strategy Development for Story Writing With 6-Year-Olds in a Whole-Class Setting in New Zealand
Finlayson, K., & McCrudden, M. T. (2019) · Journal of Research in Childhood Education · doi:10.1080/02568543.2019.1568328 · Cited by 18
“The writing knowledge findings are comparable to previous research with older students (Graham & Harris, 2003; Graham et al., 2005; Harris et al., 2006; Saddler & Graham, 2007; Zumbrunn & Bruning, 2013).”
Result
Collaborative chain writing: effects on the narrative competence of primary school students / Escritura colaborativa encadenada: efectos en la competencia narrativa de estudiantes de Educación Primaria
Montanero, M., & Madeira, M.-L. (2019) · Journal for the Study of Education and Development Infancia y Aprendizaje · doi:10.1080/02103702.2019.1650464 · Cited by 18
The effect of transcription skills, text generation, and self-regulation on Icelandic children’s text writing
Oddsdóttir, R., Ragnarsdóttir, H., & Skúlason, S. (2020) · Reading and Writing · doi:10.1007/s11145-020-10074-w · Cited by 18
Writing intervention with elementary students struggling with writing: examining approach profiles to the teacher feedback on writing quality and motivational variables
Högemann, J., da Cunha, J. S., Núñez, J. C., Vallejo, G., Rodríguez, C., & Rosário, P. J. S. L. F. (2021) · Reading and Writing · doi:10.1007/s11145-021-10159-0 · Cited by 18
Effectiveness of a Co-Taught Handwriting Program For First Grade Students
Case‐Smith, J., Holland, T., & WHITE, S. E. (2013) · Physical & Occupational Therapy In Pediatrics · doi:10.3109/01942638.2013.783898 · Cited by 18
“…(Berninger et al., 1997; Berninger et al., 2006), practice with reinforcement (Graham et al., 2000), specific mnemonics for letter formation (Graham et al., 2000), self-evaluation (Banks et al., 2008; Weintraub et al., 2009), and peer modeling and support (Graham et al., 2005; Harris et al., 2006).”
Background
Funcionamiento metacognitivo de estudiantes universitarios durante la escritura de reseñas analíticas
Angrino, S. O., & Espinosa, L. A. (2007) · LA Referencia (Red Federada de Repositorios Institucionales de Publicaciones Científicas) · Cited by 17
Improving the Writing Performance of High School Students with Attention Deficit/Hyperactivity Disorder and Writing Difficulties
Jacobson, L. T., & Reid, R. R. (2012) · Exceptionality · doi:10.1080/09362835.2012.724624 · Cited by 20
Using socio-dramatic play to support a beginning writer: ‘Daniel, the doctor and the bleeding ball’
Boyle, B., & Charles, M. (2010) · International Journal of Early Years Education · doi:10.1080/09669760.2010.521300 · Cited by 17
“This complexity is identified by Graham, Harris, and Mason ( 2005 ) in that its development depends on changes in children's strategic behaviour, knowledge and motivation (207).”
Background
Game-Based Writing Strategy Practice with the Writing Pal
Roscoe, R. D., Brandon, R., Snow, E. L., & McNamara, D. S. (2013) · Advances in educational technologies and instructional design book series · doi:10.4018/978-1-4666-4341-3.ch001 · Cited by 18
The Impact of an Explicit Writing Intervention on EFL Students’ Short Story Writing
Tsiriotakis, I. K., Grünke, M., Spantidakis, Ι., et al. (2020) · Frontiers in Education · doi:10.3389/feduc.2020.565213 · Cited by 16
“The results of this study confirm previous findings showing that explicit strategy instruction improves writing quality (Graham et al., 2005) and that teaching basic writing processes (planning, drafting, and revising) improves students’ writing skills (Graham and Perin, 2007).”
Result
The Use of Translanguaging Pedagogy in Writing Classes of Turkish EFL Learners
Karabulut, A., & DOLLAR, Y. K. (2022) · Participatory Educational Research · doi:10.17275/per.22.128.9.6 · Cited by 16
“Besides these points, it must be also considered that writing is perceived as the most challenging skills both by language learners and native speakers (Graham et al., 2005).”
Background
Mapping the landscape: Gender and the writing classroom
Jones, S. (2012) · Journal of Writing Research · doi:10.17239/jowr-2012.03.03.2 · Cited by 16
Self-Regulation in Early Writing Strategy Instruction
Klein, P. D., Bildfell, A., Dombroski, J. D., Giese, C., Sha, K. W.-Y., & Thompson, S. C. (2021) · Reading & Writing Quarterly · doi:10.1080/10573569.2021.1919577 · Cited by 16
“Holistic text quality comprises a valid measure of writing development (Graham et al., 2005; Kim et al., 2014).”
Background
An Investigation into Iranian EFL Learners’ Level of Writing Self-efficacy
Fatemi, A. H., & Vahidnia, F. (2013) · Theory and Practice in Language Studies · doi:10.4304/tpls.3.9.1698-1704 · Cited by 16
“Those writers who have the ability to convey grammatical rules and mechanical actions while keeping focus are called proficient writers [6].”
Background
Promoting Internal and External Validity
Graham, S. W., Harris, K. H., & Zito, J. R. (2005) · Elsevier eBooks · doi:10.1016/b978-012554257-9/50012-7 · Cited by 16
Self-citation
Efficacy of Self-Regulated Strategy Development Instruction for Developing Writers With and Without Disabilities in Rural Schools: A Randomized Controlled Trial
Mason, L. H., Cramer, A. M., Garwood, J. D., et al. (2017) · Rural Special Education Quarterly · doi:10.1177/8756870517723617 · Cited by 16
“Prior writing research has shown an acceptable reliability baseline range of 78% to 79% (Graham et al., 2005; Harris et al., 2006).”
BackgroundMethodInfluentialSelf-citation
Write this way: examining teachers’ supportive strategies to facilitate children’s early writing in preschool
Gabas, C., Wood, C. L., & Cabell, S. Q. (2021) · Reading and Writing · doi:10.1007/s11145-021-10182-1 · Cited by 15
Teaching second-grade students to write science expository text: Does a holistic or analytic rubric provide more meaningful results?
Imbler, A. C., Clark, S., Young, T. A., & Feinauer, E. (2022) · Assessing Writing · doi:10.1016/j.asw.2022.100676 · Cited by 15
Child L2 Writers
Ibarrola, A. L. (2023) · Trends in language acquisition research · doi:10.1075/tilar.32 · Cited by 15
Student Writing Accepted as High-Quality Responses to Analytic Text-Based Writing Tasks
Wang, E. L., Matsumura, L. C., & Correnti, R. J. (2018) · The Elementary School Journal · doi:10.1086/696097 · Cited by 15
Writing Attitudes of Iranian EFL Students: A Qualitative Study
Gholaminejad, R., Moinzadeh, A., Youhanaee, M., et al. (2013) · Journal of Language Teaching and Research · doi:10.4304/jltr.4.5.1138-1145 · Cited by 14
Narrative Instruction in Elementary Classrooms
Hall, C., Capin, P., Vaughn, S. R., et al. (2021) · The Elementary School Journal · doi:10.1086/712416 · Cited by 14
“For example, a number of studies included in the Graham et al. ( 2012 ) meta-analysis targeted narrative macrostruc-ture instruction with students in grades 1 – 3 (e.g., Graham et al., 2005 ; Harris & Graham, 2004 ; Harris et al., 2006 , 2012 ; Lane et al., 2011 ; Riley, 1997 ; Tracy et al., 2009 ).”
Teaching Writing to Young African American Male Students Using Evidence-Based Practices
Graham, S., Harris, K. R., & Beard, K. (2018) · Reading & Writing Quarterly · doi:10.1080/10573569.2018.1535775 · Cited by 15
“The students in the Graham et al. (2005) study were in third grade, and 33 of them were African American males (nine control students, 11 SRSD students, and 13 SRSD plus peer support for transfer students).”
BackgroundMethodSelf-citation
Peer-tutoring in Academic Writing: The Infectious Nature of Engagement
O’Sullivan, Í., & Cleary, L. (2014) · Journal of Academic Writing · doi:10.18552/joaw.v4i1.72 · Cited by 14
Rubrics
Paz, S. D. L. (2008) · Assessment for Effective Intervention · doi:10.1177/1534508408318802 · Cited by 14
Self-regulated strategy development’s effectiveness: underlying cognitive and metacognitive mechanisms
Fernandez, J., & Guilbert, J. (2024) · Metacognition and Learning · doi:10.1007/s11409-024-09398-7 · Cited by 27
“Similarly, beneficial effects have been observed in students with writing difficulties (e.g., Graham et al., 2005; Harris et al., 2006; Harris et al., 2019 ), with special needs (e.g., Asaro-Saddler et al., 2021 ; FitzPatrick & McKeown, 2020), or from disadvantaged socio-economic backgrounds (e.g.,…”
Influential
Evidence-based Features of Writing Instruction in Widely Used Kindergarten English Language Arts Curricula
Gabas, C., Cabell, S. Q., Copp, S. B., & Campbell, M. (2022) · Literacy Research and Instruction · doi:10.1080/19388071.2022.2059420 · Cited by 13
“This recommendation is related to the domain of composing and was deemed to have strong evidence, with effects on a range of outcomes including writing quality (Glaser & Brunstein, 2007; Graham et al., 2005; Harris et al., 2006; Tracy et al., 2009; Troia & Graham, 2002).”
Background
Reflect, Reimagine, Revisit: A Framework for Centering Critical Writing Pedagogy
Kline, S. M., & Kang, G. (2022) · Language Arts · doi:10.58680/la202231790 · Cited by 16
Teaching EFL writing: Understanding and re-thinking the Thai experience
Dueraman, B., & Bidin, S. J. (2011) · Universiti Utara Malaysia Institutional Repository (Universiti Utara Malaysia) · Cited by 13
Writing motivation of students with language impairments
Brouwer, K. (2012) · Child Language Teaching and Therapy · doi:10.1177/0265659012436850 · Cited by 13
Applying self-regulated strategy development model of instruction to teach writing skill: Effects on writing performance and writing motivation of EFL learners
Fahim, M., & Rajabi, S. (2015) · International Journal of Research Studies in Education · doi:10.5861/ijrse.2015.1009 · Cited by 12
“, & Mason, 2005), and their motivation (Graham & Harris, 2003; Graham et al., 2005).”
Result
Förderung selbstregulierten Schreibens bei Viertklässlern
Glaser, C., Keßler, C., & Brunstein, J. C. (2009) · Zeitschrift für Pädagogische Psychologie · doi:10.1024/1010-0652.23.1.5 · Cited by 13
Ortaokul Öğrencilerinin Bilgilendirici Metin Yazma Becerilerinin İncelenmesi
Müldür, M., & Çevi̇k, A. (2019) · Anemon Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi · doi:10.18506/anemon.520992 · Cited by 13
Nurturing young students' writing knowledge, self-regulation, attitudes, and self-efficacy: The effects of self-regulated strategy development
Zumbrunn, S. K. (2010) · Lincoln (University of Nebraska) · Cited by 13
Ask, Reflect, Text: Illustrating Story Plans With Art
Dunn, M. W. (2011) · Journal of Research in Childhood Education · doi:10.1080/02568543.2011.606758 · Cited by 12
“In previous studies ( Graham, Harris, & Mason, 2005 ; Harris, Graham, & Mason, 2006 ; Saddler et al, 2004 ), 2nd- and 3rd-grade students had identified these prompt pictures to be topics that they could, and would, enjoy discussing in their story texts.”
Result
Linking Executive Functions and Written Language: Intervention for Students with Language Learning Disorders
Watson, S. M. R., Michalek, A. M. P., & Gable, R. A. (2016) · International Journal of School and Cognitive Psychology · doi:10.4172/2469-9837.1000178 · Cited by 12
“One well researched evidence-based teaching model that incorporates many of the components essential to written expression is the SRSD model [70-72].”
Background
An analytic description of an instructional writing program combining explicit writing instruction and peer-assisted writing
Smedt, F. D., & Keer, H. V. (2018) · Journal of Writing Research · doi:10.17239/jowr-2018.10.02.04 · Cited by 12
Do content revising goals change the revising behavior and story writing of fourth grade students at-risk for writing difficulties?
Graham, S., Harris, K. R., Adkins, M., & Camping, A. (2021) · Reading and Writing · doi:10.1007/s11145-021-10142-9 · Cited by 12
Self-citation
Effects of Peer Response Using Genre Knowledge on Writing Quality
Hoogeveen, M., & van Gelderen, A. J. S. (2015) · The Elementary School Journal · doi:10.1086/684129 · Cited by 12
“…to general aspects of communicative writing, such as instruction in writing strategies, modeling and discussing of strategies, instruction in metalinguistic knowledge, and sometimes also the use of linguistic features (Englert et al., 1991, 1992; Graham et al., 2005; Kos & Maslowski, 2001).”
BackgroundInfluential
Facilitating fourth-grade students’ written argumentation: The use of an argumentation graphic organizer
Wei, L., Firetto, C. M., Murphy, P. K., Li, M., Greene, J. A., & Croninger, R. M. V. (2019) · The Journal of Educational Research · doi:10.1080/00220671.2019.1654428 · Cited by 16
Förderung der Schreibkompetenz bei Viertklässlern
Glaser, C., Keßler, C., Palm, D., & Brunstein, J. C. (2010) · Zeitschrift für Pädagogische Psychologie · doi:10.1024/1010-0652/a000015 · Cited by 12
Ortaokul Öğrencilerinin Yazma Özyeterlik Algı Düzeyleri ile Yazma Başarımları Arasındaki İlişki
ARICI, M. A., & DÖLEK, O. (2020) · Ana Dili Eğitimi Dergisi · doi:10.16916/aded.780393 · Cited by 12
Self-Regulation Skills: Several Ways of Helping Students Develop Self-Regulated Learning
Baranovskaya, T. (2015) · Journal of language and Education · doi:10.17323/2411-7390-2015-1-2-56-64 · Cited by 11
Metacognitive components of writing: Construction and validation of the Metacognitive Components of Planning Writing Self-inventory (MCPW-I)
Escorcia, D., & Gimenes, M. (2019) · European Review of Applied Psychology · doi:10.1016/j.erap.2019.100515 · Cited by 18
Design, realization and loss analysis of efficient low-cost large-area bifacial interdigitated-back-contact solar cells with front floating emitter
Ma, J., Song, Y., Qiao, S., et al. (2021) · Solar Energy Materials and Solar Cells · doi:10.1016/j.solmat.2021.111466 · Cited by 11
Dimensions of text-based analytical writing of secondary students
Steiss, J., Krishnan, J., Kim, Y. G., & Olson, C. B. (2021) · Assessing Writing · doi:10.1016/j.asw.2021.100600 · Cited by 11
Gender Differences in Students' Self-Awareness of Their Handwriting Performance
Lahav, O., Maeir, A., & Weintraub, N. (2014) · British Journal of Occupational Therapy · doi:10.4276/030802214x14176260335309 · Cited by 11
“Recently, a number of researchers have begun to address the issue of self-efficacy in relation to written expression (for instance, Graham et al 2005, Pajares et al 2007).”
Background
Educational Psychology: Understanding Students' Thinking
Chinn, C. A. (2011) · Cited by 11
Effectiveness of volunteer-led strategy instruction on the story writing of third grade students experiencing difficulties learning to write
Rogers, L. A., & Graham, S. (2019) · Reading and Writing · doi:10.1007/s11145-019-09988-x · Cited by 11
Self-citation
Write to Read: Investigating the Reading-Writing Relationship of Code-Level Early Literacy Skills
Jones, C. D., & Reutzel, D. R. (2014) · Reading & Writing Quarterly · doi:10.1080/10573569.2013.850461 · Cited by 11
“WW is the most popular approach to writing instruction in the primary grades (Graham et al., 2005).”
Background
Technologies That Support Students’ Literacy Development
Connor, C. M., Goldman, S. R., & Fishman, B. (2013) · Springer eBooks · doi:10.1007/978-1-4614-3185-5_47 · Cited by 12
The early automated writing evaluation (eAWE) framework
McNamara, D. S., & Kendeou, P. (2022) · Assessment in Education Principles Policy and Practice · doi:10.1080/0969594x.2022.2037509 · Cited by 14
“Thus, opportunities to both receive and provide feedback have potential to help students develop strategies and language for written feedback (Graham et al., 2005).”
Background
Learning to write syntheses: the effect of process feedback and of observing models on performance and process behaviors
Vandermeulen, N., Steendam, E. V., Mæyer, S. D., Lesterhuis, M., & Rijlaarsdam, G. (2023) · Reading and Writing · doi:10.1007/s11145-023-10483-7 · Cited by 18
“…at performance improvement via self-regulated strategy instruction provide indirect evidence that reflective activities have positive effects since such programs improved writing performance (Graham et al., 2005; MacArthur et al., 2015) and writing self-efficacy (Zimmerman & Kitsantas, 1999).”
Background
Longitudinal interactions of L2 learners’ motivations and strategic behavior in strategies-based writing instruction
Teng, L. S., Wei, J., & Zhang, L. J. (2024) · AILA Review · doi:10.1075/aila.24026.ten · Cited by 15
Why do graduate students use generative AI in thesis writing? the influence of self-efficacy, time pressure, and trust
Lin, C.-Y., & Wang, C. (2025) · Current Psychology · doi:10.1007/s12144-025-08003-7 · Cited by 11
“To measure this construct, a scale developed by Graham et al. (2005) was adapted and revised.”
Language, Task and Situation: Authenticity in the Classroom
Beatty, K. (2015) · Journal of language and Education · doi:10.17323/2411-7390-2015-1-1-27-37 · Cited by 10
Response to intervention: Employing a mnemonic-strategy with art media to help struggling writers
Dunn, M. W. (2012) · Cited by 10
Writing with peer response using different types of genre knowledge: Effects on linguistic features and revisions of sixth-grade writers
Hoogeveen, M., & van Gelderen, A. J. S. (2016) · The Journal of Educational Research · doi:10.1080/00220671.2016.1190913 · Cited by 10
“…attention to the use of linguistic means for realizing genre-specific functions, for example by discussing exciting, colorful, and descriptive words in narratives (Graham et al., 2005), but there is no systematic attention to the use of linguistic features for performing genre-specific functions.”
Background
Teaching writing to elementary school students: an activity theory perspective
Cheung, Y. L., & Jang, H. (2019) · Irish Educational Studies · doi:10.1080/03323315.2019.1645720 · Cited by 10
“…on how to improve learners’ writing competence through teacher and student feedback (Miao, Badger, and Zhen 2006), the socio-cognitive writing instruction (Chandrasegaran 2013; Graham, Harris, and Mason 2005), collaborative writing (Storch 2013), and writing with new technologies (Hafner 2014).”
Background
Effectiveness of teaching story-writing strategy to students with intellectual disabilities and their non-disabled peers
Bülbül, Ö. G., & Özmen, E. R. (2020) · Journal of Intellectual & Developmental Disability · doi:10.3109/13668250.2019.1698286 · Cited by 10
“The “holistic scale” (Graham et al., 2005) was used to assess the quality of the stories and personal narratives written by the students during the baseline, post-instruction, and monitoring sessions.”
Method
Short and Long-Term Effects on Academic Performance of a School-Based Training in Self-Regulation Learning: A Three-Level Experimental Study
Herrero, E. T., Núñez, J. C., Vallejo, G., Fernández, P., Añón, F. J., Moreira, T., Martins, J., & Rosário, P. J. S. L. F. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.889201 · Cited by 23
Teaching children and adolescents about mental wellbeing: an exploratory multi-site case study in England
Clarke, T., & Hoskin, S. (2022) · Educational Psychology in Practice · doi:10.1080/02667363.2022.2100321 · Cited by 12
“Pupils were invited to use ideas from the meditation to construct their advice and provided sentence starters and connector words for different ability levels to help structure their writing (Graham et al., 2005).”
Method
Förderung von Fertigkeiten zur Überarbeitung narrativer Texte bei Schülern der 6. Klasse
Glaser, C., & Brunstein, J. C. (2007) · Zeitschrift für Pädagogische Psychologie · doi:10.1024/1010-0652.21.1.51 · Cited by 10
Uncovering Substance
Early, J. S., & Saidy, C. (2014) · Journal of Adolescent & Adult Literacy · doi:10.1002/jaal.333 · Cited by 10
A bibliometric and content analysis of strategy-based instruction and self-regulated learning in second or foreign language teaching from 1994 to 2024
Chen, R., Wang, X., & Zhu, K. (2025) · Frontiers in Psychology · doi:10.3389/fpsyg.2025.1474689 · Cited by 21
Influencias de factores sociocognitivos en la calidad de la escritura en los estudiantes universitarios
Álvarez, M. Á., Villardón-Gallego, L., & de Eulate, C. Y. Á. (2010) · Educatio Siglo XXI · Cited by 9
Do cognitive processes and motives for argumentative writing converge in writer profiles?
Smedt, F. D., Landrieu, Y., Wever, B. D., & Keer, H. V. (2022) · The Journal of Educational Research · doi:10.1080/00220671.2022.2122020 · Cited by 11
“Students applying a repertoire of cognitive writing processes in a fluent and effective way feel more confident in their writing capabilities (De Smedt et al., 2020; Graham et al., 2005), which in turn positively affects students’ actual writing performance (Graham et al., 2018).”
Background
The Effect of Different Types of Written Scaffolds on EFL Learners’ Perception of Writing Self-Regulatory Skills
Hemmati, F., & Mortazavi, M. (2016) · Reading & Writing Quarterly · doi:10.1080/10573569.2015.1087897 · Cited by 9
A Preliminary Component Analysis of Self-Regulated Strategy Development for Persuasive Writing in Grades 5 to 7 in British Columbia
Geres-Smith, R., Mercer, S. H., Archambault, C., & Bartfai, J. M. (2017) · Canadian Journal of School Psychology · doi:10.1177/0829573517739085 · Cited by 11
Fostering Preschoolers' Emergent Literacy: Recommendations for Enhanced Literacy Experiences and Collaborative Instruction
Gabas, C., Marante, L., & Cabell, S. Q. (2019) · Perspectives of the ASHA Special Interest Groups · doi:10.1044/pers-sig16-2018-0012 · Cited by 7
Reflection in Learning to Write an Academic Text. How Does Reflection Affect Observational Learning and Learning-by-Doing in a Research Synthesis Task?
van der Loo, J., Krahmer, E., & van Amelsvoort, M. (2019) · Frontiers in Education · doi:10.3389/feduc.2019.00019 · Cited by 10
A Synthesis on the Impact of Self‐Regulated Instruction on Motivation Outcomes for Students with or at Risk for Learning Disabilities
Butler, C. M., & Paz, S. D. L. (2021) · Learning Disabilities Research and Practice · doi:10.1111/ldrp.12264 · Cited by 16
“…(Antononiou & Souvignier, 2007; Berkeley et al., 2011; Cuenca-Sanchez et al., 2012; Garcia & De Caso, 2006; García-Sánchez & Fidalgo-Redondo, 2006; Graham et al., 2005; Harris et al., 2006; Miranda et al., 1997; Nelson & Manset-Williamson, 2006; Page-Voth & Graham, 1999; Rooney, 1997; Schunk &…”
BackgroundResultInfluential
Teaching Academic Argument in an Urban Middle School: A Case Study of Two Approaches
Coker, D. L., & Erwin, E. (2011) · Urban Education · doi:10.1177/0042085910377426 · Cited by 9
“In addition, SRSD instruction has been shown to increase students’ writing knowledge, particularly in terms of how to plan and what constitutes good writing (Graham et al., 2005).”
Background
Promoting Motivated Writers: Suggestions for Teaching and Conducting Research With Students With Learning Disabilities and Struggling Learners
Paz, S. D. L., & Butler, C. M. (2018) · Learning Disabilities: a Multidisciplinary Journal · doi:10.18666/ldmj-2018-v23-i2-9064 · Cited by 9
Teaching second-grade students to write sequential text
Clark, S., & Neal, J. (2018) · The Journal of Educational Research · doi:10.1080/00220671.2018.1437531 · Cited by 9
“The second study was conducted by Graham et al. (2005), who examined the writing of third-grade students (n D 73) using an experimental design where children were randomly placed in a control group with Writer’s Workshop (WW), a Strategic Writing and Planning (SWAP) group, and SWAP with peer…”
BackgroundMethodResultInfluential
Developing writing fluency for adolescents with disabilities
Mason, L. H., & Kubina, R. M. (2011) · Advances in learning and behavioral disabilities · doi:10.1108/s0735-004x(2011)0000024013 · Cited by 9
Self-citation
A meta-analysis of almost 40 Years of research: Unreleasing the power of written expression in students with learning disabilities
Kokkali, V., & Antoniou, F. (2024) · Educational Research Review · doi:10.1016/j.edurev.2024.100592 · Cited by 8
Linguistic features in narrative and opinion genres and their relations to writing quality in fourth grade writing
Wang, J., Kim, Y. G., & Cho, M. (2024) · Journal of Research in Reading · doi:10.1111/1467-9817.12453 · Cited by 8
Effects of teacher-implemented explicit writing instruction on the writing self-efficacy and writing performance of 5th grade students
Falardeau, É., Guay, F., Dubois, P., & Pelletier, D. (2024) · Journal of Writing Research · doi:10.17239/jowr-2024.16.01.01 · Cited by 18
“Even studies in which researchers intervene with students in subgroups have not found conclusive evidence regarding the effect of explicit instruction on self-efficacy (Graham et al., 2005).”
BackgroundMethodInfluential
Strategic Persuasive Writing Instruction for Students with Emotional and Behavioral Disabilities
Mastropieri, M. A., Scruggs, T. E., Cerar, N. I., et al. (2015) · Exceptionality · doi:10.1080/09362835.2014.986605 · Cited by 8
Exploring Self-Regulation Skills in the Context of Peer Assisted Writing: Primary School Students’ Sample
Sarıkaya, İ., & YILAR, Ö. (2021) · Reading & Writing Quarterly · doi:10.1080/10573569.2020.1867677 · Cited by 9
“In addition, when the related literature is examined, it is seen that there are studies with different variables related to peer-assisted writing (De Smedt et al., 2020; De Smedt & Van Keer, 2018; Graham et al., 2005; Harris et al., 2006; Rensing et al., 2016).”
Background
Psychometric Properties of Self-Regulated Learning Strategies in Learning English Grammar and English Grammar Self-Efficacy Scales
Trương, T. N. N. (2022) · Frontiers in Education · doi:10.3389/feduc.2022.801570 · Cited by 11
Influence of Self-Regulated Strategy Development on the Performance of Virtual Reality-Based Teaching in Online Learning
Shen, H., & Li, L. (2022) · International Journal of Emerging Technologies in Learning (iJET) · doi:10.3991/ijet.v17i11.31759 · Cited by 8
Teacher-implemented self-regulated strategy development instruction for story writing with year 2 students in Aotearoa/New Zealand: A mixed methods study
Finlayson, K., & McCrudden, M. T. (2022) · Teaching and Teacher Education · doi:10.1016/j.tate.2022.103846 · Cited by 8
Is spelling related to written composition? A longitudinal study in French
Bressoux, P., Slusarczyk, B., Ferrand, L., et al. (2023) · Reading and Writing · doi:10.1007/s11145-023-10414-6 · Cited by 8
“Some studies have been working on strategies, changing the relations between the components of the tasks and enabling self-regulated and adapted moves from parallel to serial processing (Graham et al., 2005; Limpo & Alves, 2013).”
Integrated Middle School Literacy Instruction
Stevens, R. J. (2006) · Middle School Journal · doi:10.1080/00940771.2006.11461560 · Cited by 8
Learner Attitude towards Chemistry, Study Skills and Examination Preparedness: A Case of a Public School in Eastern, Kenya
Ngila, W. M., & Makewa, L. N. (2014) · American Journal of Educational Research · doi:10.12691/education-2-11a-2 · Cited by 10
Integrating a Story Writing Strategy into a Resource Curriculum
Patel, P. K., & Laud, L. E. (2007) · Teaching Exceptional Children · doi:10.1177/004005990703900404 · Cited by 8

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

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review

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

Overview

Integrity signals

Verification

Claims the paper makes

Citations

Cites

Cited by

Related

Metadata

Record

About these checks