Lessons learned from implementing self-regulated strategy development with students with emotional and behavioral disorders in alternative educational settings

Journal article

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
AuthorsParks Ennis, Robin, Harris, Karen, Lane, Kathleen Lynne and Mason, Linda H.
Abstract

Self-regulated strategy development (SRSD) is an evidence-based intervention for use with students with emotional and behavioral disorders (EBD). To date, there are nine studies investigating SRSD in alternative education settings, including self-contained day and residential schools, with 113 students with EBD in grades 3 through 12. A brief synthesis of this body of SRSD research is presented, which represents SRSD implementation in individualized, small-group, and class-wide formats using group and single-case research design methodology. Lessons learned from this research are presented to inform both practitioners and researchers, including guidelines for overcoming the unique barriers to SRSD implementation that students with EBD in alternative education settings may present. Lessons learned include the need for (a) developing strategies for increasing students’ academic engagement, (b) further addressing behavioral and academic needs, (c) overcoming issues of truancy and transience, (d) promoting maintenance and generalization, and (e) increasing teacher buy-in. Future directions for this line of research are also outlined.

Year2014
JournalBehavioral Disorders
Journal citation40 (1), pp. 68 - 77
PublisherHammill Institute on Disabilities
ISSN0198-7429
Digital Object Identifier (DOI)https://doi.org/10.17988/0198-7429-40.1.68
Scopus EID2-s2.0-84925359790
Page range68 - 77
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
Publisher's version
File Access Level
Controlled
Place of publicationUnited States of America
Permalink -

https://acuresearchbank.acu.edu.au/item/8q289/lessons-learned-from-implementing-self-regulated-strategy-development-with-students-with-emotional-and-behavioral-disorders-in-alternative-educational-settings

Log in to edit

Restricted files

Publisher's version

  • 126
    total views
  • 0
    total downloads
  • 1
    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
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
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
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
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
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
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
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
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
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
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
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
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
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
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 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
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
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
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
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.
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
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
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.
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.
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.
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.
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.
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.
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.
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
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.
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.
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.
Michael Pressley's Contributions to the History and Future of Strategies Research
Harris, Karen, Alexander, Patricia and Graham, Steve. (2008). Michael Pressley's Contributions to the History and Future of Strategies Research. Educational Psychologist.
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.
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.