Acceptability of adaptations for struggling writers: A national survey with primary grade teachers

Journal article

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

Authors	Graham, Steve, Harris, Karen, Bartlett, Brendan John, Popadopoulou, Eleni and Santoro, Julia
Abstract	One hundred twenty-five primary-grade teachers randomly selected from across the United States indicated how frequently they made 20 instructional adaptations for the struggling writers in their classroom. The measure of frequency ranged from never, several times a year, monthly, weekly, several times a week, and daily. Using a 6-point Likert-type scale, they also rated the acceptability of each of the 20 adaptations on five dimensions: suitability, effectiveness, negative effects, time to apply, and implementation know-how. Teachers reported making 13 different adaptations monthly or more often. The most common adaptations were extra encouragement and extra time to complete writing assignments, whereas the least common adaptations involved technology or dictation. Teachers viewed all of the adaptations as acceptable, and their views on acceptability made a unique and statistically significant contribution to predicting reported use of adaptations after variance due to student and other teacher variables was first controlled.
Keywords	writing; adaptations; struggling writers
Year	2016
Journal	Learning Disability Quarterly
Journal citation	39 (1), pp. 5 - 16
Publisher	SAGE Publications Inc.
ISSN	0731-9487
Digital Object Identifier (DOI)	https://doi.org/10.1177/0731948714554038
Scopus EID	2-s2.0-84951864615
Page range	5 - 16
Research Group	Institute for Learning Sciences and Teacher Education (ILSTE)
Publisher's version	File Access Level Controlled
Place of publication	United States of America

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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

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.