Overcoming barriers and paradigm wars : Powerful evidence-based writing instruction

Journal article


Harris, Karen R. and McKeown, Debra. (2022). Overcoming barriers and paradigm wars : Powerful evidence-based writing instruction. Theory into Practice. 61(4), pp. 429-442. https://doi.org/10.1080/00405841.2022.2107334
AuthorsHarris, Karen R. and McKeown, Debra
Abstract

The ability to write is fundamental for learning and achievement across Grades K-12, performance in the workplace, continuing education, college, personal development, and addressing social justice. The majority of our students, however, are not capable writers. We have a body of evidence-based practices (EBPs) and best practices that can make a meaningful difference in writing development for our students. We describe one EBP for writing instruction, the Self-Regulated Strategy Development (SRSD) model of instruction for writing. SRSD results in meaningful improvements in students' writing across grades 1-12 and can be integrated with best practices, including writers' workshop. We then separate fact from fiction regarding this approach for teaching students to write and to engage in reading for writing. Finally, we address paradigm wars and additional barriers to widespread adoption of SRSD in schools, and how to address these barriers.

Year01 Jan 2022
2022
JournalTheory into Practice
Journal citation61 (4), pp. 429-442
PublisherRoutledge
ISSN0040-5841
Digital Object Identifier (DOI)https://doi.org/10.1080/00405841.2022.2107334
Scopus EID2-s2.0-85136506793
Page range429-442
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online23 Aug 2022
Publication process dates
Accepted27 Jul 2022
Deposited04 Jul 2023
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