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Cited by 374Writing and Handwriting EducationEFL/ESL Teaching and LearningReading and Literacy Development

The DOI matches its Crossref record, with a small difference in title or year; 56 of the 59 references it cites were found in a registry or an index.

The Process Writing Approach: A Meta-analysis

Graham, Steve, Sandmel, Karin·2011·The Journal of Educational Research
DOI 10.1080/00220671.2010.488703
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Abstract

The process approach to writing instruction is one of the most popular methods for teaching writing. The authors conducted meta-analysis of 29 experimental and quasi-experimental studies conducted with students in Grades 1–12 to examine if process writing instruction improves the quality of students’ writing and motivation to write. For students in general education classes, process writing instruction resulted in a statistically significant, but relatively modest improvement in the overall quality of writing (average weighted effect size [ES] = 0.34). Variation in ES was not related to grade, reliability of the writing quality measure, professional development, genre assessed, or quality of study. The process writing approach neither resulted in a statistically significant improvement in students’ motivation nor enhanced the quality of struggling writers’ compositions.

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Citations

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Show all 59 references

Research works printed but not linked: 44

  1. References marked with an asterisk (*) indicate studies included in the meta-analysis
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  8. *Croes M. J., 1990, The efficacy of employing a writing process approach for the instruction of language arts with learning disabled elementary students
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  17. *Green L. C., 1991, The effects of word processing and a process approach to writing on the reading and writing achievement, revision and editing strategies, and attitudes towards writing of third-grade Mexican American students
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  29. *Pantier T. F., 1999, A comparison of writing performance of fifth-grade students using the process writing approach and the Shurley method
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  31. *Pollington M. F., 1999, Intermediate grade writers self-perception: A comparison of the effects of writing workshop and traditional instruction
  32. *Reimer M., 2001, The effect of a traditional, a process writing, and a combined talking and writing instructional approach on the quality of secondary English students’ written response
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  34. *Roberts C. A., 2002, The influence of teachers’ professional development at the Tampa Bay Area Writing Project on student writing performance
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  39. *Umbach B. T., 1990, A comparison of two methods of teaching written language to low-performing fourth graders in two rural schools
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Metadata

Authors
Graham, S., & Sandmel, K.
Affiliations
Vanderbilt University (US)
ORCID
Graham, Steve
Venue
The Journal of Educational Research
Publisher
Informa UK Limited
Published
2011-10
Volume
104
Issue
6
Pages
396-407
ISSN
  • 0022-0671 (ISSN-L)
  • 1940-0675
DOI
10.1080/00220671.2010.488703
OpenAlex
W1970391825
Cited by
374
References
59
Citations by year
2026: 23 · 2025: 12 · 2024: 35 · 2023: 30 · 2022: 28 · 2021: 74 · 2020: 27 · 2019: 36 · 2018: 24 · 2017: 25 · 2016: 16 · 2015: 26 · 2014: 10 · 2013: 3 · 2012: 5
FWCI
3.36
Type
journal article
Language
en
Open access
closed
Locations
The Journal of Educational Research (publishedVersion)
Topics
  • Social Sciences › Education › Writing and Handwriting Education
  • Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
  • Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
Keywords
process writing, writing instruction, writing quality, writing motivation, struggling writers, middle and high school students, writing genres, teacher professional development

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