Almost 30 Years of Writing Research: Making Sense of it All with The Wrath of Khan
Abstract
In this invited article, we present an ongoing research program in the area of writing. Although this program has focused on students with learning disabilities (LD) and other struggling writers, it has also concentrated more broadly on issues involving writing development and general writing instruction. One purpose of this review was to share our basic findings in each of these areas, as they have important implications for teaching writing to students with LD. Another purpose was to illustrate how an ongoing research program develops and grows over time. To make this process more concrete, we employed several different literacy devices, including drawing an analogy between the development of our research program and the development of the story line for Star Trek II: The Wrath of Khan . Our final purpose was to describe the research we plan to do in the near future.
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Handwriting and/or spelling problems may interfere with development of composing skills, but some may also have impaired composing beyond those transcription skills.
“Handwriting and/or spelling problems may interfere with development of composing skills, but some may also have impaired composing beyond those transcription (handwriting and spelling) skills (Berninger, 2009; Graham, 1990; Graham & Harris, 2009; Scott, 2002, 2009; Troia, 2009).”
From Computer instruction in handwriting, spelling, and composing for students with specific learning disabilities in grades 4–9 (2015) · cites this paper as Graham & Harris, 2009
Cites
A meta-analysis of writing instruction for adolescent students
Graham, S., & Perin, D. (2007) · Journal of Educational Psychology · doi:10.1037/0022-0663.99.3.445 · Cited by 1,609 · cited 7× · see citing works
“In an analysis of writing instructional studies with students in Grades 4 to 12 (Graham & Perrin, 2007a), SRSD produced the largest average effect size of any treat-ment that had been investigated in four or more experimental or quasi-experimental studies.”
BackgroundMethodInfluentialSelf-citationHandbook of Metacognition in Education
Hacker, D. J., Dunlosky, J., & Graesser, A. C. (2009) · doi:10.4324/9780203876428 · Cited by 1,509 · see citing works
Graham, S., Harris, K. R., & Mason, L. (2005) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2004.08.001 · Cited by 605 · cited 1× · 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-citationContribution of spelling instruction to the spelling, writing, and reading of poor spellers.
Graham, S., Harris, K. R., & Chorzempa, B. F. (2002) · Journal of Educational Psychology · doi:10.1037/0022-0663.94.4.669 · Cited by 299 · see citing works
Self-citationHarris, K. R., Graham, S., & Mason, L. H. (2017) · Focus on Exceptional Children · doi:10.17161/foec.v35i7.6799 · Cited by 183 · see citing works
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Motivation and Self-Regulated Learning Influences on Middle School Mathematics Achievement
Cleary, T. J., & Kitsantas, A. (2017) · School Psychology Review · doi:10.1080/02796015.2017.12087607 · Cited by 222 · see citing works
Berninger, V. W., Nagy, W., Tanimoto, S., Thompson, R., & Abbott, R. D. (2015) · Computers & Education · doi:10.1016/j.compedu.2014.10.005 · Cited by 110 · see citing works
“…to increasing silent reading (Denton et al., 2011; Hale et al., 2007; Hiebert, Samuels, & Rasinski, 2012; Rasinski, Samuels, Hiebert, Petscher, & Feller, 2011) and written composing (Berninger et al., 2008; Graham, 1990; Graham & Harris, 2009; Troia, 2009; Wong, Butler, Ficzere, & Kuperis, 1996).”
Background
- Authors
- Graham, S., & Harris, K. R.
- Affiliations
- Vanderbilt University (US)
- Corresponding author
- Graham, Steve
- Venue
- Learning Disabilities Research & Practice
- Publisher
- SAGE Publications
- Published
- 2009-05
- Volume
- 24
- Issue
- 2
- Pages
- 58-68
- ISSN
- 0938-8982 (ISSN-L)
- 1540-5826
- OpenAlex
- W2134836722
- Cited by
- 183
- References
- 5
- Citations by year
- 2026: 1 · 2025: 1 · 2024: 12 · 2023: 8 · 2022: 6 · 2021: 10 · 2020: 44 · 2019: 9 · 2018: 10 · 2017: 15 · 2016: 10 · 2015: 10 · 2014: 15 · 2013: 11 · 2012: 11
- FWCI
- 29.75
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Learning Disabilities Research and Practice (publishedVersion)
- Research Bank (Australian Catholic University) (submittedVersion)
- Topics
- Social Sciences › Education › Writing and Handwriting Education
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Keywords
- writing development, writing instruction, students with learning disabilities, struggling writers, research program development
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