Michael Pressley's Contributions to the History and Future of Strategies Research

Journal article

Harris, Karen, Alexander, Patricia and Graham, Steve. (2008). Michael Pressley's Contributions to the History and Future of Strategies Research. Educational Psychologist.
AuthorsHarris, Karen, Alexander, Patricia and Graham, Steve
Abstract

The history of strategies research during the past quarter century has been a story of significant conceptualizations and reconceptualizations regarding the nature, development, and teaching of cognitive and metacognitive strategies. Theoretical models, empirical research, and discussions contributed by Michael Pressley have been central to explicating these central concepts and establishing the characteristics of effective strategies instruction. In this tribute, we cover defining issues that have shaped over 3 decades of strategies research and highlight Michael Pressley's role in bringing those issues to the forefront. Specifically, we discuss his contributions to what we know regarding the nature of strategies, including the role of human consciousness and intentionality in strategic behavior, multiple strategy use in learning and performance, and attributes of effective strategies instruction. Continuing issues and needs in strategies research impacted by the work of Michael Pressley are also addressed.

Year2008
JournalEducational Psychologist
PublisherRoutledge
ISSN0046-1520
Scopus EID2-s2.0-42549099860
Page range86 - 96
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
Place of publicationUnited States of America
Permalink -

https://acuresearchbank.acu.edu.au/item/869vz/michael-pressley-s-contributions-to-the-history-and-future-of-strategies-research

Log in to edit
  • 152
    total views
  • 0
    total downloads
  • 7
    views this month
  • 0
    downloads this month
These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

Writing Motives and Writing Achievement of Elementary School Students From Diverse Language Backgrounds
Camping, April, Graham, Stephen Edward and Harris, Karen Renee. (2023). Writing Motives and Writing Achievement of Elementary School Students From Diverse Language Backgrounds. Journal of Educational Psychology. 115(7), pp. 1028-1043. https://doi.org/10.1037/edu0000796
Professional development for evidence-based SRSD writing instruction : Elevating fourth grade outcomes
McKeown, Debra, Wijekumar, Kay, Owens, Julie, Harris, Karen Renee, Graham, Stephen Edward, Lei, Pui-Wa and FitzPatrick, Erin. (2023). Professional development for evidence-based SRSD writing instruction : Elevating fourth grade outcomes. Contemporary Educational Psychology. 73, pp. 1-14. https://doi.org/10.1016/j.cedpsych.2023.102152
Yes, they can: Developing transcription skills and oral language in tandem with SRSD instruction on close reading of science text to write informative essays at grades 1 and 2
Harris, Karen Renee, Kim, Young-Suk, Yim, Soobin, Camping, April and Graham, Stephen Edward. (2023). Yes, they can: Developing transcription skills and oral language in tandem with SRSD instruction on close reading of science text to write informative essays at grades 1 and 2. Contemporary Educational Psychology. 73, pp. 1-14. https://doi.org/10.1016/j.cedpsych.2023.102150
Writing motivation questionnaire : Factorial and construct validity with middle school students
Graham, Steve, Harbaugh-Schattenkirk, Allen G., Aitken, A. Angelique, Harris, Karen R., Ng, Clarence, Wilson, John M. and Wdowin, Jeanne. (2023). Writing motivation questionnaire : Factorial and construct validity with middle school students. Educational Psychology Review. 35(1), p. Article 5. https://doi.org/10.1007/s10648-023-09742-4
Overcoming barriers and paradigm wars : Powerful evidence-based writing instruction
Harris, Karen R. and McKeown, Debra. (2022). Overcoming barriers and paradigm wars : Powerful evidence-based writing instruction. Theory into Practice. 61(4), pp. 429-442. https://doi.org/10.1080/00405841.2022.2107334
Relationships between writing motives, writing self-efficacy and time on writing among Chinese students : Path models and cluster analyses
Ng, Clarence, Graham, Steve, Liu, Xinghua, Lau, Kit-Ling and Tang, Kit-Yi. (2022). Relationships between writing motives, writing self-efficacy and time on writing among Chinese students : Path models and cluster analyses. Reading and Writing. 35(2), pp. 427-455. https://doi.org/10.1007/s11145-021-10190-1
Handwriting fluency and the quality of primary grade students' writing
Skar, Gustaf B., Lei, Pui-Wa, Graham, Steve, Aasen, Arne Johannes, Johansen, Marita Byberg and Kvistad, Anne Holten. (2022). Handwriting fluency and the quality of primary grade students' writing. Reading and Writing. 35(2), pp. 509-538. https://doi.org/10.1007/s11145-021-10185-y
A walk through the landscape of writing : Insights from a program of writing research
Graham, Steve. (2022). A walk through the landscape of writing : Insights from a program of writing research. Educational Psychologist. 57(2), pp. 55-72. https://doi.org/10.1080/00461520.2021.1951734
Intermediate-grade teachers' adaptations for weaker writers : A national survey in urban schools in Chile
Steve Graham, Silza Guajardo, Gerardo Bañales, Anibal Puente, Marcela Guajardo and Ignacio Muñoz. (2022). Intermediate-grade teachers' adaptations for weaker writers : A national survey in urban schools in Chile. Journal of Learning Disabilities. 55(2), pp. 87-98. https://doi.org/10.1177/0022219420941795
Writing and writing motivation of students identified as English language learners
Graham, Stephen Edward, Camping, April, Harris, Karen R., Aitken, A. Angelique, Wilson, John M., Wdowin, Jeanne and Ng, Clarence. (2021). Writing and writing motivation of students identified as English language learners. International Journal of TESOL Studies . 3(1), pp. 1-13. https://doi.org/10.46451/ijts.2021.01.01
SRSD instructional research for students with or at-risk for ld across the content areas : History and reflections
Harris, Karen R.. (2021). SRSD instructional research for students with or at-risk for ld across the content areas : History and reflections. Learning Disabilities Research and Practice. 36(3), pp. 235-241. https://doi.org/10.1111/ldrp.12260
Does teacher self-efficacy predict writing practices of teachers of deaf and hard of hearing students?
Graham, Steve, Wolbers, Kimberly, Dostal, Hannah and Holcomb, Leala. (2021). Does teacher self-efficacy predict writing practices of teachers of deaf and hard of hearing students? Journal of Deaf Studies and Deaf Education. 26(3), pp. 438-450. https://doi.org/10.1093/deafed/enab012
Writing motives and writing self-efficacy of Chinese students in Shanghai and Hong Kong : Measurement invariance and multigroup structural equation analyses
Ng, Clarence, Graham, Steve, Lau, Kit-Ling, Liu, Xinghua and Tang, Kit-Yi. (2021). Writing motives and writing self-efficacy of Chinese students in Shanghai and Hong Kong : Measurement invariance and multigroup structural equation analyses. International Journal of Educational Research. 107, p. 101751. https://doi.org/10.1016/j.ijer.2021.101751
Do content revising goals change the revising behavior and story writing of fourth grade students at-risk for writing difficulties?
Graham, S., Harris, Karen R., Adkins, Mary and Camping, April. (2021). Do content revising goals change the revising behavior and story writing of fourth grade students at-risk for writing difficulties? Reading and Writing. 34(7), pp. 1915-1941. https://doi.org/10.1007/s11145-021-10142-9
Promoting transcription in third-grade classrooms : Effects on handwriting and spelling skills, composing, and motivation
Limpo, Teresa, Vigário, Vanessa, Rocha, Renata and Graham, Steve. (2020). Promoting transcription in third-grade classrooms : Effects on handwriting and spelling skills, composing, and motivation. Contemporary Educational Psychology. 61, p. Article: 101856. https://doi.org/10.1016/j.cedpsych.2020.101856
Do children with reading difficulties experience writing difficulties? A meta-analysis
Graham, Steve, Aitken, A. Angelique, Hebert, Michael, Camping, April, Santangelo, Tanya, Harris, Karen R., Eustice, Kristi, Sweet, Joseph D. and Ng, Clarence. (2020). Do children with reading difficulties experience writing difficulties? A meta-analysis. Journal of Educational Psychology. 113(8), pp. 1481-1506. https://doi.org/10.1037/edu0000643
The Sciences of Reading and Writing Must Become More Fully Integrated
Steve Graham. (2020). The Sciences of Reading and Writing Must Become More Fully Integrated. Reading Research Quarterly. 55(S1), pp. S35-S44. https://doi.org/10.1002/rrq.332
Teaching writing in the primary grades in Norway: a national survey
Steve Graham, Gustaf B. Skar and Daroon Y. Falk. (2020). Teaching writing in the primary grades in Norway: a national survey. Reading and Writing. 34, pp. 529-563. https://doi.org/10.1007/s11145-020-10080-y
Writing motivational incentives of middle school emergent bilingual students
April Camping, Steve Graham, Clarence Ng, Angelique Aitken, John M. Wilson and Jeanne Wdowin. (2020). Writing motivational incentives of middle school emergent bilingual students. Reading and Writing. 33(9), pp. 1-30. https://doi.org/10.1007/s11145-020-10046-0
The role of handwriting instruction in writers’ education
Limpo, Teresa and Graham, Steve. (2020). The role of handwriting instruction in writers’ education. British Journal of Educational Studies. 68(3), pp. 311 - 329. https://doi.org/10.1080/00071005.2019.1692127
Development and validation of instruments to measure Portuguese third graders' reasons to write and self-efficacy
Limpo, Teresa, Filipe, Marisa, Magalhães, Sofia, Cordeiro, Carolina, Veloso, Andreia, Castro, São Luís and Graham, Steve. (2020). Development and validation of instruments to measure Portuguese third graders' reasons to write and self-efficacy. Reading and Writing. https://doi.org/10.1007/s11145-020-10039-z
Teaching writing in grades 4-6 in urban schools in Chile: A national survey
Bañales, Gerardo, Ahumada, Silza, Graham, Steve, Puente, Anibal, Guajardo, Marcela and Muñoz, Ignacio. (2020). Teaching writing in grades 4-6 in urban schools in Chile: A national survey. Reading and Writing. https://doi.org/10.1007/s11145-020-10055-z
Teachers’ practices and beliefs about teaching writing: A comprehensive survey of grades 1 to 3 teachers
Hsiang, Tien Ping, Graham, Steve and Yang, Yu-Mao. (2020). Teachers’ practices and beliefs about teaching writing: A comprehensive survey of grades 1 to 3 teachers. Reading and Writing. https://doi.org/10.1007/s11145-020-10050-4
A college entrance essay exam intervention for students with high-incidence disabilities and struggling writers
Ray, Amber B. and Graham, Steve. (2020). A college entrance essay exam intervention for students with high-incidence disabilities and struggling writers. Learning Disability Quarterly. https://doi.org/10.1177/0731948720917761
Do children classified with specific language impairment have a learning disability in writing? A meta-analysis
Graham, Steve, Hebert, Michael, Fishman, Evan J., Ray, Amber B. and Gillespie Rouse, Amy. (2020). Do children classified with specific language impairment have a learning disability in writing? A meta-analysis. Journal of Learning Disabilities. 53(4), pp. 292 - 310. https://doi.org/10.1177/0022219420917338
Evidence-based practices in writing
Graham, Steve and Harris, Karen R.. (2019). Evidence-based practices in writing. In In Graham, Steve, MacArthur, Charles A. and Hebert, Michael (Ed.). Best practices in writing instruction pp. 3-28 Guildford Press.
The roles of writing knowledge, motivation, strategic behaviors, and skills in predicting elementary students’ persuasive writing from source material
Wijekumar, Kay, Graham, Steve, Harris, Karen R., Lei, Pui-Wa, Barkel, Ashley, Aitken, Angelique, Ray, Amber B. and Houston, Julia D.. (2019). The roles of writing knowledge, motivation, strategic behaviors, and skills in predicting elementary students’ persuasive writing from source material. Reading and Writing. 32(6), pp. 1431 - 1457. https://doi.org/10.1007/s11145-018-9836-7
Teachers’ voices: Perceptions of effective professional development and classwide implementation of self-regulated strategy development in writing
McKeown, Debra, Brindle, Mary, Harris, Karen, Sandmel, Karin, Steinbrecher, Trisha D., Graham, Steve, Lane, Kathleen Lynne and Oakes, Wendy Peia. (2019). Teachers’ voices: Perceptions of effective professional development and classwide implementation of self-regulated strategy development in writing. American Educational Research Journal. 56(3), pp. 753 - 791. https://doi.org/10.3102/0002831218804146
Teaching writing to young African American male students using evidence-based practices
Graham, Steve, Harris, Karen R. and Beard, Keith. (2019). Teaching writing to young African American male students using evidence-based practices. Reading and Writing Quarterly. 35(1), pp. 19 - 29. https://doi.org/10.1080/10573569.2018.1535775
Effectiveness of volunteer-led strategy instruction on the story writing of third grade students experiencing difficulties learning to write
Rogers, Leslie Ann and Graham, Steve. (2019). Effectiveness of volunteer-led strategy instruction on the story writing of third grade students experiencing difficulties learning to write. Reading and Writing. https://doi.org/10.1007/s11145-019-09988-x
Writing skills, knowledge, motivation, and strategic behavior predict students’ persuasive writing performance in the context of robust writing instruction
Graham, Steve, Wijekumar, Kay, Harris, Karen R., Lei, Pui-Wa, Fishman, Evan J., Ray, Amber B. and Houston, Julia D.. (2019). Writing skills, knowledge, motivation, and strategic behavior predict students’ persuasive writing performance in the context of robust writing instruction. The Elementary School Journal. 119(3), pp. 487 - 510. https://doi.org/10.1086/701720
Answering the challenge: SRSD instruction for close reading of text to write to persuade with 4th and 5th Grade students experiencing writing difficulties
Harris, Karen, Ray, Amber B., Graham, Steve and Houston, Julia D.. (2019). Answering the challenge: SRSD instruction for close reading of text to write to persuade with 4th and 5th Grade students experiencing writing difficulties. Reading and Writing. 32(6), pp. 1459 - 1482. https://doi.org/10.1007/s11145-018-9910-1
Effects of SRSD college entrance essay exam instruction for high school students with disabilities or at-risk for writing difficulties
Ray, Amber B., Graham, Steve and Liu, Xinghua. (2019). Effects of SRSD college entrance essay exam instruction for high school students with disabilities or at-risk for writing difficulties. Reading and Writing. 32(6), pp. 1507 - 1529. https://doi.org/10.1007/s11145-018-9900-3
Etiology of teacher knowledge and instructional skills for literacy at the upper elementary grades
Wijekumar, Kay, Beerwinkle, Andrea L., Harris, Karen R. and Graham, Steve. (2019). Etiology of teacher knowledge and instructional skills for literacy at the upper elementary grades. Annals of Dyslexia. 69(1), pp. 5 - 20. https://doi.org/10.1007/s11881-018-00170-6
Changing how writing is taught
Graham, Steve. (2019). Changing how writing is taught. Review of Research in Education. 43(1), pp. 277 - 303. https://doi.org/10.3102/0091732X18821125
Reasons to write in grade 6 and their association with writing quality
Rocha, Renata S., Filipe, Marisa, Magalhães, Sofia, Graham, Steve and Limpo, Teresa. (2019). Reasons to write in grade 6 and their association with writing quality. Frontiers in Psychology. 10(2157), pp. 1 - 11. https://doi.org/10.3389/fpsyg.2019.02157
The bright and dark side of writing motivation: Effects of explicit instruction and peer assistance
de Smedt, Fien, Graham, Steve and Van Keer, Hilde. (2019). The bright and dark side of writing motivation: Effects of explicit instruction and peer assistance. The Journal of Educational Research. 112(2), pp. 152 - 167. https://doi.org/10.1080/00220671.2018.1461598
Argumentative writing: Theory, assessment, and instruction
Ferretti, Ralph P. and Graham, Steve. (2019). Argumentative writing: Theory, assessment, and instruction. Reading and Writing. 32(6), pp. 1345 - 1357. https://doi.org/10.1007/s11145-019-09950-x
Self-regulated strategy development : Theoretical bases, critical instructional elements, and future research
Harris, Karen Renee and Graham, Stephen Edward. (2018). Self-regulated strategy development : Theoretical bases, critical instructional elements, and future research. In Design Principles for Teaching Effective Writing pp. 119-151 Brill Academic Publishers. https://doi.org/10.1163/9789004270480_007
Evidence-based writing practices : A meta-analysis of existing meta-analyses
Graham, Stephen Edward and Harris, Karen Renee. (2018). Evidence-based writing practices : A meta-analysis of existing meta-analyses. In Studies in Writing pp. 13-37 Brill Academic Publishers. https://doi.org/10.1163/9789004270480_003
Design principles for teaching effective writing : An introduction
Fidalgo, Raquel, Harris, Karen Renee and Braaksma, Martine. (2018). Design principles for teaching effective writing : An introduction. In Studies in Writing pp. 3-12 Brill Academic Publishers. https://doi.org/10.1163/9789004270480_002
Reading for writing: a meta-analysis of the impact of reading interventions on writing
Graham, Steve, Liu, Xinghua, Bartlett, Brendan John and Harris, Karen. (2018). Reading for writing: a meta-analysis of the impact of reading interventions on writing. Review of Educational Research. 88(2), pp. 243 - 284. https://doi.org/10.3102/0034654317746927
Teaching writing in grades 7-9 in urban schools in Chinese societies in Asia
Hsiang, Tien P., Graham, Steve and Wong, Ping M.. (2018). Teaching writing in grades 7-9 in urban schools in Chinese societies in Asia. Reading Research Quarterly. 53(4), pp. 473 - 507. https://doi.org/10.1002/rrq.213
Strategic and interactive writing instruction: An efficacy study in grades 3-5
Wolbers, Kimberly A., Dostal, Hannah M., Graham, Steve, Branum-Martin, Lee, Kilpatrick, Jennifer R. and Saulsburry, Rachel. (2018). Strategic and interactive writing instruction: An efficacy study in grades 3-5. Journal of Educational and Developmental Psychology. 8(1), pp. 99 - 117. https://doi.org/10.5539/jedp.v8n1p99
An examination of the design principles underlying a self-regulated strategy development study
Graham, Steve and Harris, Karen. (2018). An examination of the design principles underlying a self-regulated strategy development study. Journal of Writing Research. 10(2), pp. 139 - 187. https://doi.org/10.17239/jowr-2018.10.02.02
The impact of supplemental handwriting and spelling instruction with first grade students who do not acquire transcription skills as rapidly as peers: a randomized control trial
Graham, Steve, Harris, Karen and Adkins, Mary. (2018). The impact of supplemental handwriting and spelling instruction with first grade students who do not acquire transcription skills as rapidly as peers: a randomized control trial. Reading and Writing. 31(6), pp. 1273 - 1294. https://doi.org/10.1007/s11145-018-9822-0
Do writing motivational beliefs predict middle school students' writing performance?
Graham, Steve, Daley, Samantha G., Aitken, Angelique, Harris, Karen and Robinson, Kristin. (2018). Do writing motivational beliefs predict middle school students' writing performance? Journal of Research in Reading. 41(4), pp. 642 - 656. https://doi.org/10.1111/1467-9817.12245
Handwriting instruction: a commentary on five studies
Graham, Steve. (2018). Handwriting instruction: a commentary on five studies. Reading and Writing. 31(6), pp. 1367 - 1377. https://doi.org/10.1007/s11145-018-9854-5
Improving literacy engagement: Enablers, challenges and catering for students from disadvantaged backgrounds
Ng, Clarence and Graham, Steve. (2018). Improving literacy engagement: Enablers, challenges and catering for students from disadvantaged backgrounds. Journal of Research in Reading. 41(4), pp. 615 - 624. https://doi.org/10.1111/1467-9817.12252
Reconceptualising the role of teachers as assessors: teacher assessment identity
Looney, Anne, Cumming, Joy Joy, Van der Kleij, Fabienne Michelle and Harris, Karen. (2018). Reconceptualising the role of teachers as assessors: teacher assessment identity. Assessment in Education. 25(5), pp. 442 - 467. https://doi.org/10.1080/0969594X.2016.1268090
A revised writer(s)-within-community model of writing
Graham, Steve. (2018). A revised writer(s)-within-community model of writing. Educational Psychologist. 53(4), pp. 258 - 279. https://doi.org/10.1080/00461520.2018.1481406
Educational psychology: a future retrospective
Harris, Karen. (2018). Educational psychology: a future retrospective. Journal of Educational Psychology. 110(2), pp. 163 - 173. https://doi.org/10.1037/edu0000267
Self-Regulation and Writing
Graham, Stephen Edward, Harris, Karen Renee, MacArthur, Charles and Santangelo, Tanya. (2017). Self-Regulation and Writing. In Handbook of Self-Regulation of Learning and Performance, Second Edition pp. 138-152 Routledge. https://doi.org/10.4324/9781315697048-9
Writing and Students with Language and Learning Disabilities
Troia, Gary A., Graham, Stephen Edward and Harris, Karen Renee. (2017). Writing and Students with Language and Learning Disabilities. In Handbook of Special Education: Second Edition pp. 537-557 Routledge. https://doi.org/10.4324/9781315517698
Reading and writing connections: how writing can build better readers (and vice versa)
Graham, Steve and Harris, Karen. (2017). Reading and writing connections: how writing can build better readers (and vice versa). In In C. Ng and B. Bartlett (Ed.). Improving Reading and Reading Engagement in the 21st Century: International Research and Innovation pp. 333 - 350 Springer Singapore. https://doi.org/10.1007/978-981-10-4331-4
Effectiveness of literacy programs balancing reading and writing instruction: a meta-analysis
Graham, Steve, Liu, Xinghua, Aitken, Angelique, Ng, Chi-hung (Clarence), Bartlett, Brendan John, Harris, Karen and Holzapfel, Jennifer. (2017). Effectiveness of literacy programs balancing reading and writing instruction: a meta-analysis. Reading Research Quarterly. 53(3), pp. 279 - 304. https://doi.org/10.1002/rrq.194
Teaching spelling, writing, and reading for writing: powerful evidence-based practices
Harris, Karen, Graham, Steve, Aitken, A. A., Barkel, Ashley, Houston, Julia D. and Ray, Amber B.. (2017). Teaching spelling, writing, and reading for writing: powerful evidence-based practices. Teaching Exceptional Children. 49(4), pp. 262 - 272. https://doi.org/10.1177/0040059917697250
Engaging readers in the twenty-first century: what we know and need to know more
Ng, Clarence and Graham, Steve. (2017). Engaging readers in the twenty-first century: what we know and need to know more. In In C. Ng and B. Bartlett (Ed.). Improving Reading and Reading Engagement in the 21st Century: International Research and Innovation pp. 17 - 46 Springer. https://doi.org/10.1007/978-981-10-4331-4_2
Writing characteristics of students with learning disabilities and typically achieving peers: A meta-analysis
Graham, Steve, Collins, Alyson A. and Rigby-Wills, Hope. (2017). Writing characteristics of students with learning disabilities and typically achieving peers: A meta-analysis. Exceptional Children. 83(2), pp. 199 - 218. https://doi.org/10.1177/0014402916664070
The feasibility of a pragmatic distance-based intervention to increase physical activity in lung cancer survivors
Peddle-Mcintye, C. J., Baker, Michael, Lee, Y. C.G., Galvao, Daniel A., Cormie, Prue, Graham, V. and Newton, Robert U.. (2017). The feasibility of a pragmatic distance-based intervention to increase physical activity in lung cancer survivors. European Journal of Cancer Care. 27(1), pp. 1 - 10. https://doi.org/10.1111/ecc.12722
Use and acceptability of writing adaptations for students with disabilities: survey of grade 3-8 teachers
Troia, Gary A. and Graham, Steve. (2017). Use and acceptability of writing adaptations for students with disabilities: survey of grade 3-8 teachers. Learning Disabilities Research and Practice. 32(4), pp. 257 - 269. https://doi.org/10.1111/ldrp.12135
Attention-deficit hyperactivity disorder (ADHD), learning disabilities (LD), and executive functioning: recommendations for future research
Graham, Steve. (2017). Attention-deficit hyperactivity disorder (ADHD), learning disabilities (LD), and executive functioning: recommendations for future research. Contemporary Educational Psychology. 50, pp. 97 - 101. https://doi.org/10.1016/j.cedpsych.2017.01.001
Taking the long view on writing development
Bazerman, Charles, Applebee, Arthur N., Berninger, Virginia, Brandt, Deborah, Graham, Steve, Matsuda, Paul K., Murphy, Sandra, Rowe, Deborah W. and Schleppegrell, Mary. (2017). Taking the long view on writing development. Research in the Teaching of English. 51(3), pp. 351 - 360.
The relationship among strategic writing behavior, writing motivation, and writing performance with young, developing writers
Graham, Steve, Kiuhara, Sharlene, Harris, Karen and Fishman, Evan J.. (2017). The relationship among strategic writing behavior, writing motivation, and writing performance with young, developing writers. The Elementary School Journal. 118(1), pp. 82 - 104. https://doi.org/10.1086/693009
We-write : A web-based intelligent tutor for supporting elementary classroom teachers in persuasive writing instruction
Wijekumar, Kay, Harris, Karen Renee, Graham, Stephen Edward and Meyer, Bonnie. (2016). We-write : A web-based intelligent tutor for supporting elementary classroom teachers in persuasive writing instruction. In Adaptive Educational Technologies For Literacy Instruction pp. 184-203 Taylor and Francis. https://doi.org/10.4324/9781315647500
Common core writing and language standards and aligned state assessments: a national survey of teacher beliefs and attitudes
Troia, Gary A. and Graham, Steve. (2016). Common core writing and language standards and aligned state assessments: a national survey of teacher beliefs and attitudes. Reading and Writing. 29(9), pp. 1719 - 1743. https://doi.org/10.1007/s11145-016-9650-z
Acceptability of adaptations for struggling writers: A national survey with primary grade teachers
Graham, Steve, Harris, Karen, Bartlett, Brendan John, Popadopoulou, Eleni and Santoro, Julia. (2016). Acceptability of adaptations for struggling writers: A national survey with primary grade teachers. Learning Disability Quarterly. 39(1), pp. 5 - 16. https://doi.org/10.1177/0731948714554038
Teachers use of writing to support students' learning in middle school: A national survey in the United States
Ray, Amber B., Graham, Steve, Houston, Julia D. and Harris, Karen. (2016). Teachers use of writing to support students' learning in middle school: A national survey in the United States. Reading and Writing. 29(5), pp. 1039 - 1068. https://doi.org/10.1007/s11145-015-9602-z
A multicomponent measure of writing motivation with basic college writers
MacArthur, Charles A., Philippakos, Zoi and Graham, Steve. (2016). A multicomponent measure of writing motivation with basic college writers. Learning Disability Quarterly. 39(1), pp. 31 - 43. https://doi.org/10.1177/0731948715583115
Writing to learn in science: Effects on Grade 4 students' understanding of balance
Rouse, Amy Gillespie, Graham, Steve and Compton, Donald. (2016). Writing to learn in science: Effects on Grade 4 students' understanding of balance. Journal of Educational Research. 110(4), pp. 366 - 379. https://doi.org/10.1080/00220671.2015.1103688
Illuminating growth and struggles using mixed methods: Practice-based professional development and coaching for differentiating SRSD instruction in writing
McKeown, Debra, Brindle, Mary, Harris, Karen, Graham, Steve, Collins, Alyson A. and Brown, Megan. (2016). Illuminating growth and struggles using mixed methods: Practice-based professional development and coaching for differentiating SRSD instruction in writing. Reading and Writing. 29(6), pp. 1105 - 1140. https://doi.org/10.1007/s11145-016-9627-y
Writing and writing difficulties from primary grades to college
Graham, Steve and Hall, Tracey E.. (2016). Writing and writing difficulties from primary grades to college. Learning Disability Quarterly. 39(2), pp. 3 - 4. https://doi.org/10.1177/0731948715592154
Writing characteristics of students with Attention Deficit Hyperactive Disorder: A meta-analysis
Graham, Steve, Fishman, Evan J., Reid, Robert and Hebert, Michael. (2016). Writing characteristics of students with Attention Deficit Hyperactive Disorder: A meta-analysis. Learning Disabilities Research and Practice. 31(2), pp. 75 - 89. https://doi.org/10.1111/ldrp.12099
Assessing the writing achievement of young struggling writers: Application of generalizability theory
Graham, Steve, Hebert, Michael, Sandbank, Michael Paige and Harris, Karen. (2016). Assessing the writing achievement of young struggling writers: Application of generalizability theory. Learning Disability Quarterly. 39(2), pp. 72 - 82. https://doi.org/10.1177/0731948714555019
Teaching writing in grades 4-6 in urban schools in the Greater China Region
Hsiang, Tien Ping and Graham, Steve. (2016). Teaching writing in grades 4-6 in urban schools in the Greater China Region. Reading and Writing. 29(5), pp. 869 - 902. https://doi.org/10.1007/s11145-015-9597-5
Self-regulated strategy development in writing: Policy implications of an evidence-based practice
Harris, Karen and Graham, Steve. (2016). Self-regulated strategy development in writing: Policy implications of an evidence-based practice. Policy Insights from the Behavioral and Brain Sciences (print). 3(1), pp. 77 - 84. https://doi.org/10.1177/2372732215624216
A comprehensive meta-analysis of handwriting instruction
Santangelo, Tanya and Graham, Steve. (2016). A comprehensive meta-analysis of handwriting instruction. Educational Psychology Review. 28(2), pp. 225 - 265. https://doi.org/10.1007/s10648-015-9335-1
A path to better writing: Evidence-based practices in the classroom
Graham, Steve and Harris, Karen Renee. (2016). A path to better writing: Evidence-based practices in the classroom. The Reading Teacher. 69(4), pp. 359 - 365. https://doi.org/10.1002/trtr.1432
Third and fourth grade teacher's classroom practices in writing: A national survey
Brindle, Mary, Graham, Steve, Harris, Karen and Hebert, Michael. (2016). Third and fourth grade teacher's classroom practices in writing: A national survey. Reading and Writing. 29(5), pp. 929 - 954. https://doi.org/10.1007/s11145-015-9604-x
The writing performance of elementary students receiving strategic and interactive writing instruction
Wolbers, Kimberly A., Dostal, Hannah M., Graham, Steve, Cihak, David, Kilpatrick, Jennifer R. and Saulsburry, Rachel. (2015). The writing performance of elementary students receiving strategic and interactive writing instruction. Journal of Deaf Studies and Deaf Education. 20(4), pp. 385 - 398. https://doi.org/10.1093/deafed/env022
Research-based writing practices and the Common Core : Meta-analysis and meta-synthesis
Graham, Steve, Harris, Karen and Santangelo, Tanya. (2015). Research-based writing practices and the Common Core : Meta-analysis and meta-synthesis. The Elementary School Journal (print). 115(4), pp. 498 - 522. https://doi.org/10.1086/681964
Practice-based professional development and Self-Regulated Strategy Development for Tier 2, at-risk writers in second grade
Harris, Karen, Graham, Steve and Adkins, Mary. (2015). Practice-based professional development and Self-Regulated Strategy Development for Tier 2, at-risk writers in second grade. Contemporary Educational Psychology. 40, pp. 5 - 16. https://doi.org/10.1016/j.cedpsych.2014.02.003
Formative assessment and writing: A meta-analysis
Graham, Steve, Hebert, Michael and Harris, Karen. (2015). Formative assessment and writing: A meta-analysis. The Elementary School Journal (print). 115(4), pp. 523 - 547. https://doi.org/10.1086/681947
The relationship of discourse and topic knowledge to fifth graders' writing performance
Olinghouse, Natalie, Graham, Steve and Gillespie, Amy. (2015). The relationship of discourse and topic knowledge to fifth graders' writing performance. Journal of Educational Psychology. 107(2), pp. 391 - 406. https://doi.org/10.1037/a0037549
Professional development in Self-Regulated Strategy Development : Effects on the writing performance of eighth grade Portuguese students
Festas, Isabel, Oliveira, Albertina, Rebelo, Jose, Damiao, Maria, Harris, Karen and Graham, Steve. (2015). Professional development in Self-Regulated Strategy Development : Effects on the writing performance of eighth grade Portuguese students. Contemporary Educational Psychology. 40, pp. 17 - 27. https://doi.org/10.1016/j.cedpsych.2014.05.004
Does spelling instruction make students better spellers, readers, and writers? A meta-analytic review
Graham, Steve and Santangelo, Tanya. (2014). Does spelling instruction make students better spellers, readers, and writers? A meta-analytic review. Reading and Writing. 27(9), pp. 1703 - 1743. https://doi.org/10.1007/s11145-014-9517-0
Lessons learned from implementing self-regulated strategy development with students with emotional and behavioral disorders in alternative educational settings
Parks Ennis, Robin, Harris, Karen, Lane, Kathleen Lynne and Mason, Linda H.. (2014). Lessons learned from implementing self-regulated strategy development with students with emotional and behavioral disorders in alternative educational settings. Behavioral Disorders. 40(1), pp. 68 - 77. https://doi.org/10.17988/0198-7429-40.1.68
Informing understanding of young students' writing challenges and opportunities: Insights from the development of a digital writing tool that supports students with learning disabilities
Vue, Ge, Hall, Tracey E., Robinson, Kristin, Ganley, Patricia, Elizalde, Emma and Graham, Steve. (2014). Informing understanding of young students' writing challenges and opportunities: Insights from the development of a digital writing tool that supports students with learning disabilities. Learning Disability Quarterly. 39(2), pp. 83 - 94. https://doi.org/10.1177/0731948715604571
Exploring interactive writing as an effective practice for increasing head start students' alphabet knowledge skills
Hall, Anna H., Toland, Michael D., Grisham-Brown, Jennifer and Graham, Steve. (2014). Exploring interactive writing as an effective practice for increasing head start students' alphabet knowledge skills. Early Childhood Education Journal. 42(6), pp. 423 - 430. https://doi.org/10.1007/s10643-013-0594-5
The use of multiple forms of assessment in the service of writing
Graham, Steve. (2014). The use of multiple forms of assessment in the service of writing. Literacy Research and Instruction. 53(2), pp. 96 - 100. https://doi.org/10.1080/19388071.2014.868249
Teaching writing to middle school students: A national survey
Graham, Steve, Capizzi, Andrea, Harris, Karen, Hebert, Michael and Morphy, Paul. (2014). Teaching writing to middle school students: A national survey. Reading and Writing. 27(6), pp. 1015 - 1042. https://doi.org/10.1007/s11145-013-9495-7
Conducting high quality writing intervention research: Twelve recommendations
Graham, Steve and Harris, Karen. (2014). Conducting high quality writing intervention research: Twelve recommendations. Journal of Writing Research. 6(2), pp. 89 - 123. https://doi.org/10.17239/jowr-2014.06.02.1
A meta-analysis of writing interventions for students with learning disabilities
Gillespie, Amy and Graham, Steve. (2014). A meta-analysis of writing interventions for students with learning disabilities. Exceptional Children. 80(4), pp. 454 - 473. https://doi.org/10.1177/0014402914527238
Writing : importance, development, and instruction
Graham, Steve, Gillespie, Amy and McKeown, Debra. (2013). Writing : importance, development, and instruction. Reading and Writing: An interdisciplinary journal. https://doi.org/10.1007/s11145-012-9395-2
Comparing effects of different writing activities on reading comprehension : a meta-analysis
Hebert, Michael, Gillespie, Amy and Graham, Steve. (2013). Comparing effects of different writing activities on reading comprehension : a meta-analysis. Reading and Writing: An interdisciplinary journal. https://doi.org/10.1007/s11145-012-9386-3
Fifth-grade students' knowledge about writing process and writing genres
Gillespie, Amy, Olinghouse, Natalie G. and Graham, Steve. (2013). Fifth-grade students' knowledge about writing process and writing genres. Elementary School Journal. 113(4), pp. 565 - 588. https://doi.org/10.1086/669938
High school teachers use of writing to support students' learning: a national survey
Gillespie, Amy, Graham, Steve, Kiuhara, Sharlene and Hebert, Michael. (2013). High school teachers use of writing to support students' learning: a national survey. Reading and Writing. 27(6), pp. 1043 - 1072. https://doi.org/10.1007/s11145-013-9494-8
Self-regulated strategies development in writing: Development, implementation and scaling up
Harris, Karen, Graham, Steve and Santangelo, Tanya. (2013). Self-regulated strategies development in writing: Development, implementation and scaling up. In In H. Bembenutty, T. J. Cleary and A. Kitsantas (Ed.). Applications of Self-Regulated Learning across Diverse Disciplines: A Tribute to Barry J. Zimmerman pp. 59 - 87 Information Age Publishing.
The writing of students with learning disabilities, meta-analysis of self-regulated strategy development writing intervention studies, and future directions
Graham, Steve, Harris, Karen and McKeown, Debra. (2013). The writing of students with learning disabilities, meta-analysis of self-regulated strategy development writing intervention studies, and future directions. In In H. L. Swanson, K. R. Harris and S. Graham (Ed.). Handbook of learning disabilities pp. 405 - 438 The Guilford Press.
Writing Standards
Graham, Steve. (2013). Writing Standards. In Teaching with the Common Core Standards for English Language Arts: What Educators Need to Know pp. 88 - 106 Guilford Press.
How Do you Write?: Writing for Young Children
Graham, Steve and Harris, Karen. (2013). How Do you Write?: Writing for Young Children. In Handbook of Research-Based Practice in Early Education pp. 380 - 394 Guilford Press.
Writing Instruction
MacArthur, Charles A., Philippakos, Zoi, Graham, Steve and Harris, Karen. (2012). Writing Instruction. In Learning about Learning Disabilities pp. 243 - 270 Academic Press. https://doi.org/10.1016/B978-0-12-388409-1.00009-6
Word processing programs and weaker writers/readers: a meta-analysis of research findings
Morphy, Paul and Graham, Steve. (2012). Word processing programs and weaker writers/readers: a meta-analysis of research findings. Reading and Writing: An interdisciplinary journal. 25(3), pp. 641 - 678.
A Meta-analysis of writing instruction for students in the elementary grades
Graham, Steve, McKeown, Debra, Kiuhara, Sharlene and Harris, Karen. (2012). A Meta-analysis of writing instruction for students in the elementary grades. Journal of Educational Psychology. 104(4), pp. 879 - 896. https://doi.org/10.1037/a0029185
Are attitudes toward writing and reading separable constructs? : a study with primary grade children
Graham, Steve, Berninger, Virginia and Abbott, Robert. (2012). Are attitudes toward writing and reading separable constructs? : a study with primary grade children. Reading and Writing Quarterly. 28(1), pp. 51 - 69. https://doi.org/10.1080/10573569.2012.632732
The Effectiveness of Teaching 10th-Grade Students STOP, AIMS, and DARE for Planning and Drafting Persuasive Text
Kiuhara, Sharlene, O'Neill, Robert, Hawken, Leanne and Graham, Steve. (2012). The Effectiveness of Teaching 10th-Grade Students STOP, AIMS, and DARE for Planning and Drafting Persuasive Text. Exceptional Children. 78(3), pp. 335 - 355.
Strategies for improving student outcomes in written expression
Mason, Linda H., Harris, Karen and Graham, Steve. (2012). Strategies for improving student outcomes in written expression. In Research-Based Strategies For Improving Outcomes in Academics pp. 83 - 94 Pearson Education.
Teaching elementary school students to be effective writers
Graham, Steve, Bollinger, Alisha, Olson, Carol Booth, D'Aoust, Catherine, MacArthur, Charles, McCutchen, Deborah and Olinghouse, Natalie. (2012). Teaching elementary school students to be effective writers United States of America: Institute of Education Sciences.
The role of strategies, knowledge, will, and skills in a 30 year program of research (with homage to Hayes, Fayol, and Boscolo)
Graham, Steve and Harris, Karen. (2012). The role of strategies, knowledge, will, and skills in a 30 year program of research (with homage to Hayes, Fayol, and Boscolo). In In V. W. Berninger (Ed.). Past, Present, and Future Contributions of Cognitive Writing Research to Cognitive Psychology pp. 177 - 196 Psychology Press.
Practice-Based Professional Development for Self-Regulated Strategies Development in Writing: A Randomized Controlled Study
Harris, Karen, Lane, Kathleen, Graham, Steve, Driscoll, Steven, Sandmel, Karin, Brindle, Mary and Schatschneider, Chris. (2012). Practice-Based Professional Development for Self-Regulated Strategies Development in Writing: A Randomized Controlled Study. Journal of Teacher Education: the journal of policy, practice, and research in teacher education. 63(2), pp. 103 - 119. https://doi.org/10.1177/0022487111429005
Tier 1, Teacher Implemented self-regulated stratergy development for students with and without behavioural challenges: A randomized controlled Trial
Harris, Karen, Lane, Kathleen, Driscoll, Steven, Graham, Steve, Wilson, Kristen, Sandmel, Karin, Brindle, Mary and Schatschneider, Chris. (2012). Tier 1, Teacher Implemented self-regulated stratergy development for students with and without behavioural challenges: A randomized controlled Trial. The Elementary School Journal. 113(2), pp. 160 - 191. https://doi.org/10.1086/667403
Writing Difficulties
Graham, Steve and Harris, Karen. (2011). Writing Difficulties. In In Anne McGill-Franzen and Richard L. Allington (Ed.). Handbook of Reading Disability Research pp. 232 - 241 Routledge.
Self-regulated strategy development at Tier 2 for second-grade students with writing and behavioral difficulties :A randomized controlled trial
Lane, Kathleen, Harris, Karen, Graham, Steve, Driscoll, Steven, Sandmel, Karin, Morphy, Paul, Hebert, Michael, House, Emily and Schatschneider, Christopher. (2011). Self-regulated strategy development at Tier 2 for second-grade students with writing and behavioral difficulties :A randomized controlled trial. Journal of Research on Educational Effectiveness. 4(4), pp. 322 - 353. https://doi.org/10.1080/19345747.2011.558987
Self-Regulated Strategy Development for Students With Writing Difficulties
Mason, Linda, Harris, Karen and Graham, Steve. (2011). Self-Regulated Strategy Development for Students With Writing Difficulties. Theory into Practice. 50(1), pp. 20 - 27. https://doi.org/10.1080/00405841.2011.534922
Throw 'em Out or Make 'em Better? State and District High-Stakes Writing Assessments
Graham, Steve, Hebert, Michael and Harris, Karen. (2011). Throw 'em Out or Make 'em Better? State and District High-Stakes Writing Assessments. Focus on Exceptional Children. 44(1), pp. 1 - 12.
The Process Writing Approach :a meta-analysis
Sandmel, Karin and Graham, Steve. (2011). The Process Writing Approach :a meta-analysis. The Journal of Educational Research. 104(6), pp. 396 - 407. https://doi.org/10.1080/00220671.2010.488703
Success and failure with tier-2 SRSD for timed-writing tests among second through fifth-grade students with writing and behavioral difficulties :implications for evidence-based practice
Sandmel, Karin, Wilson, Kristen D., Harris, Karen, Lane, Kathleen Lynne, Graham, Steve, Oakes, Wendy P., Kiuhara, Sharlene A. and Steinbrecher, Trish D.. (2011). Success and failure with tier-2 SRSD for timed-writing tests among second through fifth-grade students with writing and behavioral difficulties :implications for evidence-based practice. Advances in Learning and Behavioral Disabilities. 24, pp. 251 - 293. https://doi.org/10.1108/S0735-004X(2011)0000024012
Success and failure with Tier 2 SRSD for timed writing tests among 2nd and 5th grade students with writing and behavioral difficulties: Implications for evidence-based practices
Sandmel, Karin, Wilson, Kristen D., Harris, Karen, Lane, Kathleen Lynne, Graham, Steve, Oakes, Wendy P., Kiuhara, Sharlene A. and Steinbrecher, Trish D.. (2011). Success and failure with Tier 2 SRSD for timed writing tests among 2nd and 5th grade students with writing and behavioral difficulties: Implications for evidence-based practices. In In T. E. Scruggs and M. A. Mastropieri (Ed.). Assessment and intervention pp. 251 - 294 Emerald Group Publishing Limited.
Writing to Read :a meta-analysis of the impact of writing and writing instruction on reading
Graham, Steve and Hebert, Michael. (2011). Writing to Read :a meta-analysis of the impact of writing and writing instruction on reading. Harvard Educational Review. 81(4), pp. 710 - 744. https://doi.org/10.1016/j.geoforum.2009.09.006
Informing Writing: The Benefits of Formative Assessment - A report from Carnegie Corporation of New York
Graham, Steve, Harris, Karen and Hebert, Michael. (2011). Informing Writing: The Benefits of Formative Assessment - A report from Carnegie Corporation of New York Washington, DC: Alliance for Excellent Education.
Teaching writing strategies in the classroom
Graham, Steve. (2011). Teaching writing strategies in the classroom. In In J. Richards and C. Lasssonde (Ed.). Writing strategies for all primary students: Scaffolding independent writing with differentiated mini-lessons, grades K-3 Jossey-Bass.
Writing to read: evidence for how writing can improve reading: a report from Carnegie Corporation of New York
Graham, Steve and Hebert, Michael. (2010). Writing to read: evidence for how writing can improve reading: a report from Carnegie Corporation of New York New York, USA: Alliance for Excellent Education.
Self-Regulated Strategies Development for Persuasive Writing in Tandem With Schoolwide Positive Behavioral Support : Effects for Second-Grade Students With Behavioral and Writing Difficulties
Little, M, Lane, Kathleen, Harris, Karen, Graham, Steve, Story, Mary and Sandmel, Karin. (2010). Self-Regulated Strategies Development for Persuasive Writing in Tandem With Schoolwide Positive Behavioral Support : Effects for Second-Grade Students With Behavioral and Writing Difficulties. Behavioral Disorders. 35(2), pp. 157 - 179.
Teaching writing to elementary students in grades 4-6: A national survey
Gilbert, Jennifer and Graham, Steve. (2010). Teaching writing to elementary students in grades 4-6: A national survey. The Elementary School Journal. 110(4), pp. 494 - 518. https://doi.org/10.1086/651193
Writing to Read :Evidence for How Writing Can Improve Reading - A Report from Carnegie Corporation of New York
Graham, Steve and Hebert, Michael. (2010). Writing to Read :Evidence for How Writing Can Improve Reading - A Report from Carnegie Corporation of New York United States of America: Alliance for Excellent Education.
Evidence-based writing practices for Tiers 1, 2, and 3
Olinghouse, Natalie G., Graham, Steve and Harris, Karen. (2010). Evidence-based writing practices for Tiers 1, 2, and 3. In Interventions for achievement and behavior in a three-tier model including RTI pp. 553 - 570 National Association of School Psychologists.
Story writing: The effects of self-regulated strategy development for second-grade students with writing and behavioral difficulties
Lane, Kathleen Lynne, Graham, Steve, Harris, Karen, Little, M. Annette, Sandmel, Karin and Brindle, Mary. (2010). Story writing: The effects of self-regulated strategy development for second-grade students with writing and behavioral difficulties. The Journal of Special Education. 44(2), pp. 107 - 128. https://doi.org/10.1177/0022466908331044
Metacognition and strategies instruction in writing
Harris, Karen, Santangelo, Tanya and Graham, Steve. (2010). Metacognition and strategies instruction in writing. In In H S Waters and W Schneider (Ed.). pp. 226 - 256 Guilford.
With a little help from my friends (and Mark Twain too): Musings and farewells
Graham, Steve. (2010). With a little help from my friends (and Mark Twain too): Musings and farewells. Exceptional Children. 76(4), pp. 389 - 393. https://doi.org/10.1177/001440291007600401
Writing to Read :Evidence for How Writing Can Improve Reading - A Report from Carnegie Corporation of New York
Graham, Steve and Hebert, Michael. (2010). Writing to Read :Evidence for How Writing Can Improve Reading - A Report from Carnegie Corporation of New York United States of America: Alliance for Excellent Education.
Self-Regulated Strategy Development in Writing: Premises, Evolution and the Future
Harris, Karen and Graham, Steve. (2009). Self-Regulated Strategy Development in Writing: Premises, Evolution and the Future. British Journal of Educational Psychology.
Teaching writing to high school students: A national survey
Kiuhara, Sharlene, Graham, Steve and Hawken, Leanne S.. (2009). Teaching writing to high school students: A national survey. Journal of Educational Psychology. 101(1), pp. 136 - 160. https://doi.org/10.1037/a0013097
Almost 30 years of writing research: Making sense of it all with The Wrath of Khan
Graham, Steve and Harris, Karen. (2009). Almost 30 years of writing research: Making sense of it all with The Wrath of Khan. Learning Disabilities Research and Practice. 24(2), pp. 58 - 68. https://doi.org/10.1111/j.1540-5826.2009.01277.x
The relationship between the discourse knowledge and the writing performance of elementary-grade students
Olinghouse, Natalie G. and Graham, Steve. (2009). The relationship between the discourse knowledge and the writing performance of elementary-grade students. Journal of Educational Psychology. 101(1), pp. 37 - 50. https://doi.org/10.1037/a0013462
Teaching composing to students with learning disabilities: Scientifically supported recommendations
Graham, Steve, Olinghouse, Natalie G. and Harris, Karen R.. (2009). Teaching composing to students with learning disabilities: Scientifically supported recommendations. In In Gary A. Troia (Ed.). Instruction and assessment for struggling writers: Evidence-based practices pp. 165 - 186 Guilford Press.
Teaching young students strategies for planning and drafting stories: The impact of self-regulated strategy development
Tracy, Brenda, Reid, Robert R. and Graham, Steve. (2009). Teaching young students strategies for planning and drafting stories: The impact of self-regulated strategy development. The Journal of Educational Research. 102(5), pp. 323 - 331. https://doi.org/10.3200/JOER.102.5.323-332
How do primary grade teachers teach handwriting? A National Survey
Graham, Steve, Harris, Karen, Mason, Linda H. and Fink-Chorzempa, Barbara. (2008). How do primary grade teachers teach handwriting? A National Survey. Reading and Writing.
A meta-analysis of single subject design writing intervention research
Rogers, Leslie Ann and Graham, Steve. (2008). A meta-analysis of single subject design writing intervention research. Journal of Educational Psychology. 100(4), pp. 879 - 906. https://doi.org/10.1037/0022-0663.100.4.879
Self-regulated strategy development in writing: Going beyond NLEs to a more balanced approach
Harris, Karen, Santangelo, Tanya and Graham, Steve. (2008). Self-regulated strategy development in writing: Going beyond NLEs to a more balanced approach. Instructional Science.
Using Self-Regulated Strategy Development to Support Students Who Have 'Trubol GitingThangs Into Werds'
Santangelo, Tanya, Harris, Karen and Graham, Steve. (2008). Using Self-Regulated Strategy Development to Support Students Who Have 'Trubol GitingThangs Into Werds'. Remedial and Special Education.
Research on writing development, practice, instruction, and assessment: introduction to a special issue of reading and writing
Graham, Steve. (2008). Research on writing development, practice, instruction, and assessment: introduction to a special issue of reading and writing. Reading and Writing.
In Memory of Michael Pressley: A Role Model for 21st-Century Educational Psychologists
Graham, Steve and Harris, Karen. (2008). In Memory of Michael Pressley: A Role Model for 21st-Century Educational Psychologists. Educational Psychologist.
Writing instruction for adolescents with learning disabilities: Programs of intervention research
Mason, Linda H. and Graham, Steve. (2008). Writing instruction for adolescents with learning disabilities: Programs of intervention research. Learning Disabilities Research and Practice. 23(2), pp. 103 - 112. https://doi.org/10.1111/j.1540-5826.2008.00268.x
Primary grade writing instruction: A national survey
Cutler, Laura and Graham, Steve. (2008). Primary grade writing instruction: A national survey. Journal of Educational Psychology. 100(4), pp. 907 - 919. https://doi.org/10.1037/a0012656
The effects of self-regulated strategy development on the writing performance of second-grade students with behavioral and writing difficulties
Lane, Kathleen Lynne, Harris, Karen, Graham, Steve and Weisenbach, Jessica L.. (2008). The effects of self-regulated strategy development on the writing performance of second-grade students with behavioral and writing difficulties. The Journal of Special Education.
Teaching spelling in the primary grades: A national survey of instructional practices and adaptations
Graham, Steve, Morphy, Paul, Harris, Karen and Fink-Chorzempa, Barbara. (2008). Teaching spelling in the primary grades: A national survey of instructional practices and adaptations. American Educational Research Journal.