Writing expository essays from social studies texts : A self-regulated strategy development study

Journal article

Collins, Alyson A., Ciullo, Stephen, Graham, Steve, Sigafoos, Lisa L., Guerra, Sara, David, Marie and Judd, Laura. (2021). Writing expository essays from social studies texts : A self-regulated strategy development study. Reading and Writing. 34(7), pp. 1623-1651. https://doi.org/10.1007/s11145-021-10157-2
AuthorsCollins, Alyson A., Ciullo, Stephen, Graham, Steve, Sigafoos, Lisa L., Guerra, Sara, David, Marie and Judd, Laura
Abstract

This study examined the effectiveness of Self-Regulated Strategy Development (SRSD) to improve students’ ability to write expository essays after reading social studies text. Third-grade general education teachers (N = 14) were randomly assigned by clusters to SRSD or a business as usual control condition. One hundred and eighty consented students participated in the full study. Teachers in the SRSD condition participated in 12 h of practice-based professional development (PBPD) before implementing the SRSD intervention. They also received 30-min biweekly coaching sessions across the 16 weeks of the study. Initially, teachers provided SRSD strategy instruction in TIDE (Topic Sentence, Important Details, Explain Details, Ending) for planning and writing expository essays. Then, teachers spent an additional 8 weeks teaching students to use TIDE for close reading, planning, and writing expository essays using social studies text. Multilevel random effects models indicated SRSD students included more genre elements in their expository essays (ESg = 1.07) and produced essays of higher holistic quality (ESg = 0.72) than control students when writing an expository essay using a source text. Students in the SRSD condition also included more genre elements when writing an expository essay drawing content from memory (ESg = 1.09), and outperformed control students on a norm-referenced writing measure (ESg = 0.79). Findings support implementation of the SRSD intervention in general education classrooms within content-areas and underscore future directions for combining writing, reading, and social studies instruction.

Keywordswriting; reading; social studies; strategy instruction; content-area learning
Year2021
JournalReading and Writing
Journal citation34 (7), pp. 1623-1651
PublisherSpringer
ISSN0922-4777
Digital Object Identifier (DOI)https://doi.org/10.1007/s11145-021-10157-2
Scopus EID2-s2.0-85110877031
Research or scholarlyResearch
Page range1623-1651
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online20 Apr 2021
Publication process dates
Accepted29 Mar 2021
Deposited29 Oct 2021
Permalink -

https://acuresearchbank.acu.edu.au/item/8wy13/writing-expository-essays-from-social-studies-texts-a-self-regulated-strategy-development-study

Log in to edit

Restricted files

Publisher's version

  • 178
    total views
  • 0
    total downloads
  • 3
    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

Australian grades 4 to 6 teachers’ beliefs and practices about teaching writing to low SES students
Ng, Chi-hung, Graham, Stephen Edward, Renshaw, Peter, Cheung, Alan and Mak, Barley. (2024). Australian grades 4 to 6 teachers’ beliefs and practices about teaching writing to low SES students. International Journal of Educational Research. 124, pp. 1-21. https://doi.org/10.1016/j.ijer.2023.102304
Teaching writing during the COVID-19 pandemic in the 2021–2022 school year
Graham, Stephen Edward, Huebner, Alan, Skar, Gustaf Bernhard Uno, Azani, Jessica and Weinberg, Phil. (2024). Teaching writing during the COVID-19 pandemic in the 2021–2022 school year. Reading and Writing. 37(6), pp. 1605-1634. https://doi.org/10.1007/s11145-023-10457-9
Understanding the interplay between text quality, writing self-efficacy and writing anxiety in learners with and without migration background
Busse, Vera, Graham, Steve, Müller, Nora and Utesch, Till. (2023). Understanding the interplay between text quality, writing self-efficacy and writing anxiety in learners with and without migration background. Frontiers in Psychology. 14, pp. 1-14. https://doi.org/10.3389/fpsyg.2023.1130149
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
A longitudinal intervention study of the effects of increasing amount of meaningful writing across grades 1 and 2
Skar, Gustaf B., Graham, Stephen, Huebner, Alan, Kvistad, Anne Holten, Johansen, Marita Byberg and Aasen, Arne Johannes. (2023). A longitudinal intervention study of the effects of increasing amount of meaningful writing across grades 1 and 2. Reading and Writing. 37(6), pp. 1345-1373. https://doi.org/10.1007/s11145-023-10460-0
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
The Long-Term Effects of the COVID-19 Pandemic on Children’s Writing : a Follow-up Replication Study
Skar, Gustaf Bernhard Uno, Graham, Stephen Edward and Huebner, Alan. (2023). The Long-Term Effects of the COVID-19 Pandemic on Children’s Writing : a Follow-up Replication Study. Educational Psychology Review. 35(1), pp. 1-24. https://doi.org/10.1007/s10648-023-09729-1
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
Special and general education teachers’ beliefs about writing and writing instruction
Graham, Steve, Collins, Alyson A. and Ciullo, Stephen. (2023). Special and general education teachers’ beliefs about writing and writing instruction. Journal of Learning Disabilities. 56(3), pp. 163-179. https://doi.org/10.1177/00222194221092156
Reading intervention research with emergent bilingual students : A meta-analysis
Graham, Steve, Silva, Mariana and Restrepo, M. Adelaida. (2022). Reading intervention research with emergent bilingual students : A meta-analysis. Reading and Writing. 36, p. 2433–2464. https://doi.org/10.1007/s11145-022-10399-8
Teaching Chinese characters to first and second graders during the first covid-19 school closure in China : An observational study
Zhou, Ziyu, Graham, Steve and Hsiang, Tien Ping. (2022). Teaching Chinese characters to first and second graders during the first covid-19 school closure in China : An observational study. Reading and Writing. 36, p. 2465–2498. https://doi.org/10.1007/s11145-022-10398-9
Facilitators and barriers to writing instruction in Chile : Teachers’ preparation and knowledge about teaching writing
Ahumada, Silza, Bañales, Gerardo, Graham, Steve and Torres, María Lidia. (2022). Facilitators and barriers to writing instruction in Chile : Teachers’ preparation and knowledge about teaching writing. Reading and Writing. 36, p. 1867–1899. https://doi.org/10.1007/s11145-022-10380-5
The effects of choice versus preference on writing and the mediating role of perceived competence
Aitken, A. Angelique, Graham, Steve and McNeish, Daniel. (2022). The effects of choice versus preference on writing and the mediating role of perceived competence. Journal of Educational Psychology. 114(8), pp. 1844-1865. https://doi.org/10.1037/edu0000765
Teachers’ beliefs and practices in textbook selection and use when teaching Chinese as a second language
Hsiang, Tien Ping, Graham, Steve, Liu, Xinghua and Zhou, Ziyu. (2022). Teachers’ beliefs and practices in textbook selection and use when teaching Chinese as a second language. Reading and Writing. 36, p. pages1651–1684. https://doi.org/10.1007/s11145-022-10336-9
Predicting efficacy to teach writing : The role of attitudes, perceptions of students’ progress, and epistemological beliefs
Graham, Steve, Hsiang, Tien Ping, Ray, Amber B., Zheng, Guihua and Hebert, Michael. (2022). Predicting efficacy to teach writing : The role of attitudes, perceptions of students’ progress, and epistemological beliefs. The Elementary School Journal. 123(1), pp. 1-36. https://doi.org/10.1086/720640
Writing motivation questionnaire : Validation and application as a formative assessment
Graham, Steve, Harbaugh-Schattenkirk, Allen G., Aitken, Angelique, Harris, Karen R., Ng, Clarence, Ray, Amber, Wilson, John M. and Wdowin, Jeanne. (2022). Writing motivation questionnaire : Validation and application as a formative assessment. Assessment in Education: Principles, Policy & Practice. 29(2), pp. 238-261. https://doi.org/10.1080/0969594X.2022.2080178
A teacher technology tango shows strong results on 5th graders persuasive writing
Wijekumar, Kausalai Kay, Harris, Karen R., Graham, Steve and Lei, Puiwa. (2022). A teacher technology tango shows strong results on 5th graders persuasive writing. Educational Technology Research and Development. 70(4), pp. 1415-1439. https://doi.org/10.1007/s11423-022-10117-9
Teaching Chinese characters to students in grades 1 to 3 through emergency remote instruction during the COVID-19 pandemic
Hsiang, Tien Ping, Graham, Stephen Edward, Wang, Zhisheng, Wang, Chuang and Skar, Gustaf Bernhard Uno. (2022). Teaching Chinese characters to students in grades 1 to 3 through emergency remote instruction during the COVID-19 pandemic. Reading and Writing. 35(8), pp. 1975-2014. https://doi.org/10.1007/s11145-022-10288-0
Expanding the Direct and Indirect Effects Model of Writing (DIEW) : Reading–writing relations, and dynamic relations as a function of measurement/dimensions of written composition
Kim, Young-Suk Grace and Graham, Steve. (2022). Expanding the Direct and Indirect Effects Model of Writing (DIEW) : Reading–writing relations, and dynamic relations as a function of measurement/dimensions of written composition. Journal of Educational Psychology. 114(2), pp. 215-238. https://doi.org/10.1037/edu0000564
Improving writing skills of students in Turkey : A meta-analysis of writing interventions
Graham, Steve, Tavsanli, Omer Faruk and Kaldirim, Abdullah. (2022). Improving writing skills of students in Turkey : A meta-analysis of writing interventions. Educational Psychology Review. 34(2), pp. 889-934. https://doi.org/10.1007/s10648-021-09639-0
Learning loss during the COVID-19 pandemic and the impact of emergency remote instruction on first grade students’ writing : A natural experiment
Skar, Gustaf Bernhard Uno, Graham, Steve and Huebner, Alan. (2022). Learning loss during the COVID-19 pandemic and the impact of emergency remote instruction on first grade students’ writing : A natural experiment. Journal of Educational Psychology. 114(7), pp. 1553-1566. https://doi.org/10.1037/edu0000701
Specialized writing instruction for deaf students : A randomized controlled trial
Wolbers, Kimberly, Dostal, Hannah, Graham, Steve, Branum-Martin, Lee and Holcomb, Leala. (2022). Specialized writing instruction for deaf students : A randomized controlled trial. Exceptional Children. 88(2), pp. 185-204. https://doi.org/10.1177/00144029211050849
Creating a classroom vision for teaching writing
Graham, Steve. (2021). Creating a classroom vision for teaching writing. The Reading Teacher. 75(4), pp. 475-484. https://doi.org/10.1002/trtr.2064
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
Research and teaching writing
Graham, Steve and Alves, Rui A.. (2021). Research and teaching writing. Reading and Writing. 34(7), p. 1613–1621. https://doi.org/10.1007/s11145-021-10188-9
How Chinese characters are taught : An analysis of three popular textbooks used in Macao
Hsiang, Tien Ping, Graham, Steve, Wang, Zhisheng and Gong, Yang. (2021). How Chinese characters are taught : An analysis of three popular textbooks used in Macao. Technology, Knowledge and Learning. 26, pp. 255-381. https://doi.org/10.1007/s10758-021-09492-8
The writing bridge : Investigating reading and writing reciprocity
Dostal, Hannah and Graham, Stephen Edward. (2020). The writing bridge : Investigating reading and writing reciprocity. In The Oxford Handbook of Deaf Studies in Literacy pp. 308-322 Oxford University Press. https://doi.org/10.1093/oxfordhb/9780197508268.013.22
“It takes two” : The added value of structured peer-assisted writing in explicit writing instruction
De Smedt, Fien, Graham, Steve and Van Keer, Hilde. (2020). “It takes two” : The added value of structured peer-assisted writing in explicit writing instruction. Contemporary Educational Psychology. 60, p. Article: 101835. https://doi.org/10.1016/j.cedpsych.2019.101835
Shared knowledge between reading and writing among middle school adolescent readers
Proctor, C. Patrick, Daley, Samantha G., Xu, Yang, Graham, Steve, Li, Zhushan and Hall, Tracey E.. (2020). Shared knowledge between reading and writing among middle school adolescent readers. The Elementary School Journal. 120(3), pp. 507-527. https://doi.org/10.1086/707140
The effects of writing on learning in science, social studies, and mathematics : A meta-analysis
Graham, Steve, Kiuhara, Sharlene A. and MacKay, Meade. (2020). The effects of writing on learning in science, social studies, and mathematics : A meta-analysis. Review of Educational Research. 90(2), pp. 179-226. https://doi.org/10.3102/0034654320914744
Writing strategies interventions
Graham, Steve, Banales, Gerardo, Ahumada, Silza, Munoz, Pamela, Alvarez, Prisila and Harris, Karen R.. (2020). Writing strategies interventions. In In Dinsmore, Daniel L., Fryer, Luke K. and Parkinson, Meghan M. (Ed.). Handbook of strategies and strategic processing pp. 141-158 Routledge. https://doi.org/10.4324/9780429423635-9
Writers in community model : 15 recommendations for future research in using writing to promote science learning
Graham, Steve. (2019). Writers in community model : 15 recommendations for future research in using writing to promote science learning. In In Prain, Vaughan and Hand, Brian (Ed.). Theorizing the future of science education research pp. 43-60 Springer Nature Switzerland AG. https://doi.org/10.1007/978-3-030-24013-4_4
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.
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
Instructional feedback in writing
Graham, Steve. (2018). Instructional feedback in writing. In In Lipnevich, Anastasiya A. and Smith, Jeffrey K. (Ed.). The Cambridge handbook of instructional feedback pp. 145-168 Cambridge University Press. https://doi.org/10.1017/9781316832134.009
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 Research and Practice
Graham, Stephen Edward. (2017). Writing Research and Practice. In Handbook of Research on Teaching the English Language Arts: Fourth Edition pp. 232-260 Routledge. https://doi.org/10.4324/9781315650555-10
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
Comparing learning outcomes and implementation factors from student-managed vs. teacher-managed intelligent tutoring systems
Wijekumar, Kay, Meyer, Bonnie, Harris, Karen R., Graham, Stephen Edward and Beerwinkle, Andrea L.. (2016). Comparing learning outcomes and implementation factors from student-managed vs. teacher-managed intelligent tutoring systems. In Intelligent Tutoring Systems: Structure, Applications and Challenges pp. 175-200 CRC Press.
UDIO : Rich and authentic literacy experiences for struggling middle school readers
Boucher, Alyssa R., Evans, Miriam and Graham, Stephen Edward. (2016). UDIO : Rich and authentic literacy experiences for struggling middle school readers. In Adaptive Educational Technologies For Literacy Instruction pp. 294-301 Taylor and Francis. https://doi.org/10.4324/9781315647500
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
Writing instruction
Graham, Stephen Edward. (2015). Writing instruction. In International Encyclopedia of the Social & Behavioral Sciences pp. 767-772 Elsevier Ltd. (UK). https://doi.org/10.1016/B978-0-08-097086-8.92050-6