Effectiveness of literacy programs balancing reading and writing instruction: a meta-analysis

Journal article


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
AuthorsGraham, Steve, Liu, Xinghua, Aitken, Angelique, Ng, Chi-hung (Clarence), Bartlett, Brendan John, Harris, Karen and Holzapfel, Jennifer
Abstract

Reading and writing are critical to students’ success in and outside of school. Because they draw on common sources of knowledge and cognitive processes, involve meaning making, and can be used conjointly to accomplish important learning goals, it is often recommended that reading and writing should be taught together. This meta‐analysis tested this proposition by examining experimental intervention studies with preschool through high school students to determine whether literacy programs balancing reading and writing instruction strengthen students’ reading and writing performance. To be included in this review, no more than 60% of instruction could be devoted to either reading or writing. As predicted, these programs improved students’ reading, resulting in statistically significant effects when reading measures were averaged in each study (effect size [ES] = .39) or assessed through measures of reading comprehension (ES = .39), decoding (ES = .53), or reading vocabulary (ES = .35). The programs also statistically enhanced writing when measures were averaged in each study (ES = .37) or assessed via writing quality (ES = .47), writing mechanics (ES = .18), or writing output (ES = .69). These findings demonstrated that literacy programs balancing reading and writing instruction can strengthen reading and writing and that the two skills can be learned together profitably.

Year2017
JournalReading Research Quarterly
Journal citation53 (3), pp. 279 - 304
PublisherWiley-Blackwell
ISSN0034-0553
Digital Object Identifier (DOI)https://doi.org/10.1002/rrq.194
Scopus EID2-s2.0-85021354057
Page range279 - 304
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
Publisher's version
File Access Level
Controlled
Place of publicationUnited States
EditorsL. Gambrell and S. B. Neuman
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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
Accommodating taboo language in English language teaching : Issues of appropriacy and authenticity
Liyanage, Indika, Walker, Tony, Bartlett, Brendan and Guo, Xuhong. (2015). Accommodating taboo language in English language teaching : Issues of appropriacy and authenticity. Language, Culture and Curriculum. 28(2), pp. 113 - 125. https://doi.org/10.1080/07908318.2015.1031675
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
Assessment policies, curricular directives, and teacher agency : Quandaries of EFL teachers in Inner Mongolia
Liyanage, Indika, Bartlett, Brendan, Walker, Tony and Guo, Xuhong. (2015). Assessment policies, curricular directives, and teacher agency : Quandaries of EFL teachers in Inner Mongolia. Innovation in Language Learning and Teaching. 9(3), pp. 251 - 264. https://doi.org/10.1080/17501229.2014.915846
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
Cognitive strategies for dual imperatives : EFL listening and speaking in chinese universities
Liyanage, Indika, Bartlett, Brendan and Tao, Thomas. (2014). Cognitive strategies for dual imperatives : EFL listening and speaking in chinese universities. Language Education in Asia. 5(1), pp. 46 - 65. https://doi.org/10.5746/LEiA/14/V5/I1/A05/Liyanage_Bartlett_Tao
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
Opportunities and challenges for negotiating appropriate EAP practices in China
Gao, Yanmei and Bartlett, Brendan. (2014). Opportunities and challenges for negotiating appropriate EAP practices in China. In In I. Liyanage and T. Walker (Ed.). English for Academic Purposes (EAP) in Asia: Negotiating appropriate practices in a global context Sense Publishers. https://doi.org/10.1007/978-94-6209-752-0
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
Improving reading performance for economically disadvantaged students: Combining strategy instruction and motivational support
Ng, Chi-hung Clarence, Bartlett, Brendan, Chester, Ivan and Kersland, Susan. (2013). Improving reading performance for economically disadvantaged students: Combining strategy instruction and motivational support. Reading Psychology. 34(3), pp. 257 - 300. https://doi.org/10.1080/02702711.2011.632071
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.
When decision-making becomes more socially-responsible: Personal and national gains through greater sustainability in jobs and wellbeing amongst once-disaffected youth
Bartlett, Brendan, Mafi, Salote and Dalgleish, John. (2013). When decision-making becomes more socially-responsible: Personal and national gains through greater sustainability in jobs and wellbeing amongst once-disaffected youth. In In J. Zelger, J. Müller and S. Plangger (Ed.). GABEK VI: Sozial verantwortliche Entscheidungsprozesse [GABEK VI: Socially responsible decision making processes] pp. 199 - 230 Studien Verlag.
Personality types and languages learning strategies: Chameleons changing colours
Liyanage, Indika and Bartlett, Brendan. (2013). Personality types and languages learning strategies: Chameleons changing colours. System. 41(3), pp. 598 - 608. https://doi.org/10.1016/j.system.2013.07.011
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
New perceptions, renewed orientation and positive valuing: The power in children's learning about how ideas connect
Bartlett, Brendan. (2012). New perceptions, renewed orientation and positive valuing: The power in children's learning about how ideas connect. In In P. Schober, M. Raich and J. Azelger (Ed.). GABEK V: Werte in organisationen und gesellschaft [Values in organisations and society] pp. 353 - 372 Studien Verlag.
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.
Engaged and disengaged Year 5 readers in low SES Australian schools :differences in personal cognitions, perceived classroom and family reading practices
Ng, Clarence, Bartlett, Brendan John, Wyatt-Smith, Claire Maree and Wyvill, Janet. (2012). Engaged and disengaged Year 5 readers in low SES Australian schools :differences in personal cognitions, perceived classroom and family reading practices. Canada International Education Conference. Canada: 2012 Canada International Conference on Education (CICE). pp. 36 - 41
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
Gender and language learning strategies: looking beyond the categories
Liyanage, Indika and Bartlett, Brendan. (2012). Gender and language learning strategies: looking beyond the categories. The Language Learning Journal. 40(2), pp. 237 - 253. https://doi.org/10.1080/09571736.2011.574818
To Be or Not To Be? Metacognitive: Learning EFL Strategically
Liyanage, Indika, Bartlett, Brendan, Birch, Gary and Tao, Thomas. (2012). To Be or Not To Be? Metacognitive: Learning EFL Strategically. Electronic Journal of Foreign Language Teaching. 9(1), pp. 5 - 25.
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
Image capture for concrete programming: Building schemata for problem solving
Estivill-Castro, Vladimir and Bartlett, Brendan. (2011). Image capture for concrete programming: Building schemata for problem solving. CSEDU 2011 - Proceedings of the 3rd International Conference on Computer Supported Education. Portugal: Scitepress. pp. 56 - 68 https://doi.org/10.5220/0003314100560068
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
From autopsy to biopsy: A metacognitive view of lesson planning and teacher trainees in ELT
Liyanage, Indika and Bartlett, Brendan John. (2010). From autopsy to biopsy: A metacognitive view of lesson planning and teacher trainees in ELT. Teaching and Teacher Education. 26(7), pp. 1362 - 1371. https://doi.org/10.1016/j.tate.2010.03.006
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.
Meta-action research on a leadership development program: A process model for life-long learning
Fletcher, Margaret, Zuber-Skerritt, Ortrun, Bartlett, Brendan John, Albertyn, Ruth and Kearney, Judith. (2010). Meta-action research on a leadership development program: A process model for life-long learning. Systemic Practice and Action Research. 23(6), pp. 487 - 507. https://doi.org/10.1007/s11213-010-9173-5
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.
Religious background and language learning: Practical suggestions for deriving best practice in ELT
Liyanage, Indika, Bartlett, Brendan John and Grimbeek, Peter. (2010). Religious background and language learning: Practical suggestions for deriving best practice in ELT. Asian EFL Journal. 46, pp. 28 - 47.
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
Constructing knowledge schemas in the workplace: A microanalysis
Bridges, Susan and Bartlett, Brendan John. (2009). Constructing knowledge schemas in the workplace: A microanalysis. In Language and Social Cognition pp. 237 - 266 De Gruyter Mouton.
Moving Teachers, public texts and institualizing power
Bridges, Susan and Bartlett, Brendan John. (2009). Moving Teachers, public texts and institualizing power. In Media, Policy and Interaction pp. 185 - 204 Ashgate Publishing Limited.
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.
The contributions of educational psychology to school psychology
Bartlett, Brendan and Elliott, Stephen. (2009). The contributions of educational psychology to school psychology. In In T.B. Gutkin and C.R. Reynolds (Ed.). The Handbook of School Psychology pp. 65 - 83 John Wiley & Sons.
Psychology Applied to Teaching
Jack Snowman, Jill Scevak, Eva Dobozy, Brendan Bartlett and Fiona Bryer. (2009). Psychology Applied to Teaching John Wiley & Sons.
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
Evaluating action research
Piggot-Irvine, Eileen and Bartlett, Brendan John. In B. Bartlett and E. Piggot-Irvine (Ed.). (2008). Evaluating action research NZCER Press.
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.
Qualitative research methods for evaluation
Fletcher, Margaret, Zuber-Skerritt, Ortrun, Piggot-Irvine, Eileen and Bartlett, Brendan John. (2008). Qualitative research methods for evaluation. In In L. J. Saha and A. G. Dworkin (Ed.). Evaluating action research pp. 53 - 87 New Zealand Council for Educational Research.
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.
Contextually responsive transfer: Perceptions of NNES on an ESL/EFL teacher training programme
Liyanage, Indika and Bartlett, Brendan John. (2008). Contextually responsive transfer: Perceptions of NNES on an ESL/EFL teacher training programme. Teaching and Teacher 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.
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
I've Been Workin on the Railroad: Action Research in Changing Workplace Climate
Bartlett, Brendan John. (2008). I've Been Workin on the Railroad: Action Research in Changing Workplace Climate. In Evaluating Action Research pp. 167 - 189 NZCER Press.
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
Introduction: What is evaluation of action research?
Bartlett, Brendan John and Piggot-Irvine, Eileen. (2008). Introduction: What is evaluation of action research? In In R. Maclean and D. Wilson (Ed.). Evaluating Action Research pp. 9 - 52 NZCER Press.
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.
Global Academic Movement: Wandering Scholars or Tradable Commodities?
Bridges, Susan and Bartlett, Brendan John. (2008). Global Academic Movement: Wandering Scholars or Tradable Commodities? Journal of The World Universities Forum.
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.
Prospect or promise Internationalisation in Australia
Bridges, Susan M. and Bartlett, Brendan John. (2007). Prospect or promise Internationalisation in Australia. In Langauge and Languages: Global and Local Tensions pp. 15 - 39 Cambridge Scholars Publishing.
Education in a recovering nation: Renewing special education in Kosovo
Bartlett, Brendan John. (2004). Education in a recovering nation: Renewing special education in Kosovo. Exceptional Children.
Ageing and Disability: A Person-Centred Perspective
Tourky, Afaf and Bartlett, Brendan. (2004). Ageing and Disability: A Person-Centred Perspective. Humanities Conference. Victoria, Australia: Common Ground Publishing. pp. 1290 - 1295
Weaving accounts of literacy through the official curriculum: Stitching policy to practice
Fletcher, Margaret, Wyatt-Smith, Claire, Bartlett, Brendan and Kearney, Judith. (2004). Weaving accounts of literacy through the official curriculum: Stitching policy to practice. Annual International Conference on Cognition, Language and Special Education Research. Australia: School of Cognition, Language and Special Education, Griffith University. pp. 81 - 93
Effects of Structure Stratergy Instruction Delivered to Fifth-Grade Children Using the Internet With and Without the Aid of Adult Tutors
Meyer, Bonnie J.F, Middlemiss, Wendy, Theodorou, Elena, Brezinski, Kristen L., McDougall, Janet and Bartlett, Brendan. (2002). Effects of Structure Stratergy Instruction Delivered to Fifth-Grade Children Using the Internet With and Without the Aid of Adult Tutors. Journal of Educational Psychology. 94(3), pp. 486 - 519. https://doi.org/10.1037//0022-0663.94.3.486
Teaching as Goal and Guide: The Evaluation of Innovative Assessment Integration by First-Year Teacher Education Students on Two Campuses and the Role of technology in its Integration
Fletcher, Margaret, Bartlett, Brendan and Bryer, Fiona. (2000). Teaching as Goal and Guide: The Evaluation of Innovative Assessment Integration by First-Year Teacher Education Students on Two Campuses and the Role of technology in its Integration. In Learning-Centred Evaluation of Computer Facilitated Learning Projects in Higher Education pp. 99 - 112 Murdoch University.
Reading Comprehension and the Use of Text Structure Across The Adult Lifespan
Meyer, Bonnie J.F, Young, Carol J. and Bartlett, Brendan. (1993). Reading Comprehension and the Use of Text Structure Across The Adult Lifespan. In Reading Across the Lifespan pp. 165 - 192 Springer-Verlag.
The Asia-Pacific Position
Bartlett, Brendan. (1991). The Asia-Pacific Position. In The University and Literacy pp. 4 - 19 UNESCO Publishing.
Discussions of the findings
Meyer, Bonnie, Young, Carol and Bartlett, Brendan John. (1989). Discussions of the findings. In Memory improved reading and memory enhancement across the life span through strategic text structures pp. 82 - 88 Psychology Press.
Knowing What and Knowing How Book 1 (Lower Primary)
Bartlett, Brendan, Barton, Bridget and Turner, Anne. (1989). Knowing What and Knowing How Book 1 (Lower Primary) Thomas Nelson Australia.
Background literature in aging and reading
Meyer, Bonnie, Young, Carole and Bartlett, Brendan John. (1989). Background literature in aging and reading. In Memory improved reading and memory enhancement across the life span through strategic text structures pp. 13 - 42 Psychology Press.
Introduction and rationale for the study
Meyer, Bonnie, Young, Carole and Bartlett, Brendan John. (1989). Introduction and rationale for the study. In Memory improved reading and memory enhancement across the life span through strategic text structures pp. 1 - 12 Psychology Press.
Findings from the study
Meyer, Bonnie, Young, Carole and Bartlett, Brendan John. (1989). Findings from the study. In Memory improved reading and memory enhancement across the life span through strategic text structures pp. 57 - 81 Psychology Press.
Method for the evaluation study
Meyer, Bonnie, Young, Carole and Bartlett, Brendan. (1989). Method for the evaluation study. In Memory improved reading and memory enhancement across the life span through strategic text structures pp. 43 - 56 Psychology Press.
Memory Improved: Reading and Memory Enhancement Across the Life Span Through Strategic Text Structures
Meyer, Bonnie J.F, Young, Carol J. and Bartlett, Brendan. (1989). Memory Improved: Reading and Memory Enhancement Across the Life Span Through Strategic Text Structures Lawrence Erlbaum Associates inc..
Knowing What and Knowing How: Book 2 (Middle School)
Bartlett, Brendan, Barton, Bridget and Turner, Anne. (1988). Knowing What and Knowing How: Book 2 (Middle School) Thomas Nelson Australia.
Knowing What and Knowing How Book 3 (Upper Primary)
Bartlett, Brendan, Barton, Bridget and Turner, Anne. (1987). Knowing What and Knowing How Book 3 (Upper Primary) Thomas Nelson Australia.
Organisational structure : The key to improved comprehension and the use of text structure across the adult lifespan
Bartlett, Brendan. (1985). Organisational structure : The key to improved comprehension and the use of text structure across the adult lifespan. In Reading: An Australian Perspective pp. 83 - 102 Thomas Nelson Australia.
Text organisation : A base for strategic reading
Bartlett, Brendan, Christie, F., MacLean, Rupert, Matthews, R. and Smith, R.. (1985). Text organisation : A base for strategic reading. In ECT412 Reading Curriculum Reader pp. 204-212 Deakin University Press.
Using authoring programs to construct software
Bartlett, Brendan. (1985). Using authoring programs to construct software. In Computers in the Language Classroom pp. 72 - 76 Australian Reading Association.