Karen Renee Harris


NameKaren Renee Harris
Job titleProfessorial Fellowship
Research instituteInstitute for Learning Sciences and Teacher Education (ILSTE)
Faculty of Education and Arts

Research outputs

The roles of writing knowledge, motivation, strategic behaviors, and skills in predicting elementary students’ persuasive writing from source material
Wijekumar, Kay, Graham, Steve, Harris, Karen R., Lei, Pui-Wa, Barkel, Ashley, Aitken, Angelique, Ray, Amber B. and Houston, Julia D.. (2019) The roles of writing knowledge, motivation, strategic behaviors, and skills in predicting elementary students’ persuasive writing from source material. Reading and Writing. 32(6), pp. 1431 - 1457. https://doi.org/10.1007/s11145-018-9836-7

Journal article

Teachers’ voices: Perceptions of effective professional development and classwide implementation of self-regulated strategy development in writing
McKeown, Debra, Brindle, Mary, Harris, Karen, Sandmel, Karin, Steinbrecher, Trisha D., Graham, Steve, Lane, Kathleen Lynne and Oakes, Wendy Peia. (2019) Teachers’ voices: Perceptions of effective professional development and classwide implementation of self-regulated strategy development in writing. American Educational Research Journal. 56(3), pp. 753 - 791. https://doi.org/10.3102/0002831218804146

Journal article

Teaching writing to young African American male students using evidence-based practices
Graham, Steve, Harris, Karen R. and Beard, Keith. (2019) Teaching writing to young African American male students using evidence-based practices. Reading and Writing Quarterly: overcoming learning difficulties. 35(1), pp. 19 - 29. https://doi.org/10.1080/10573569.2018.1535775

Journal article

Writing skills, knowledge, motivation, and strategic behavior predict students’ persuasive writing performance in the context of robust writing instruction
Graham, Steve, Wijekumar, Kay, Harris, Karen R., Lei, Pui-Wa, Fishman, Evan J., Ray, Amber B. and Houston, Julia D.. (2019) Writing skills, knowledge, motivation, and strategic behavior predict students’ persuasive writing performance in the context of robust writing instruction. The Elementary School Journal. 119(3), pp. 487 - 510. https://doi.org/10.1086/701720

Journal article

Answering the challenge: SRSD instruction for close reading of text to write to persuade with 4th and 5th Grade students experiencing writing difficulties
Harris, Karen, Ray, Amber B., Graham, Steve and Houston, Julia D.. (2019) Answering the challenge: SRSD instruction for close reading of text to write to persuade with 4th and 5th Grade students experiencing writing difficulties. Reading and Writing. 32(6), pp. 1459 - 1482. https://doi.org/10.1007/s11145-018-9910-1

Journal article

Etiology of teacher knowledge and instructional skills for literacy at the upper elementary grades
Wijekumar, Kay, Beerwinkle, Andrea L., Harris, Karen R. and Graham, Steve. (2019) Etiology of teacher knowledge and instructional skills for literacy at the upper elementary grades. Annals of Dyslexia: an interdisciplinary journal of specific language disability. 69(1), pp. 5 - 20. https://doi.org/10.1007/s11881-018-00170-6

Journal article

Reading for writing: a meta-analysis of the impact of reading interventions on writing
Graham, Steve, Liu, Xinghua, Bartlett, Brendan John and Harris, Karen. (2018) Reading for writing: a meta-analysis of the impact of reading interventions on writing. Review of Educational Research. 88(2), pp. 243 - 284. https://doi.org/10.3102/0034654317746927

Journal article

An examination of the design principles underlying a self-regulated strategy development study
Graham, Steve and Harris, Karen. (2018) An examination of the design principles underlying a self-regulated strategy development study. Journal of Writing Research. 10(2), pp. 139 - 187. https://doi.org/10.17239/jowr-2018.10.02.02

Journal article

The impact of supplemental handwriting and spelling instruction with first grade students who do not acquire transcription skills as rapidly as peers: a randomized control trial
Graham, Steve, Harris, Karen and Adkins, Mary. (2018) The impact of supplemental handwriting and spelling instruction with first grade students who do not acquire transcription skills as rapidly as peers: a randomized control trial. Reading and Writing. 31(6), pp. 1273 - 1294. https://doi.org/10.1007/s11145-018-9822-0

Journal article

Do writing motivational beliefs predict middle school students' writing performance?
Graham, Steve, Daley, Samantha G., Aitken, Angelique, Harris, Karen and Robinson, Kristin. (2018) Do writing motivational beliefs predict middle school students' writing performance? Journal of Research in Reading. 41(4), pp. 642 - 656. https://doi.org/10.1111/1467-9817.12245

Journal article

Reconceptualising the role of teachers as assessors: teacher assessment identity
Looney, Anne, Cumming, Joy Joy, Van der Kleij, Fabienne Michelle and Harris, Karen. (2018) Reconceptualising the role of teachers as assessors: teacher assessment identity. Assessment in Education. 25(5), pp. 442 - 467. https://doi.org/10.1080/0969594X.2016.1268090

Journal article

Educational psychology: a future retrospective
Harris, Karen. (2018) Educational psychology: a future retrospective. Journal of Educational Psychology. 110(2), pp. 163 - 173. https://doi.org/10.1037/edu0000267

Journal article

Reading and writing connections: how writing can build better readers (and vice versa)
Graham, Steve and Harris, Karen. (2017) Reading and writing connections: how writing can build better readers (and vice versa). In In C. Ng and B. Bartlett (Ed.). Improving Reading and Reading Engagement in the 21st Century: International Research and Innovation pp. 333 - 350 Springer Singapore. https://doi.org/10.1007/978-981-10-4331-4

Book chapter

Effectiveness of literacy programs balancing reading and writing instruction: a meta-analysis
Graham, Steve, Liu, Xinghua, Aitken, Angelique, Ng, Chi-hung (Clarence), Bartlett, Brendan John, Harris, Karen and Holzapfel, Jennifer. (2017) Effectiveness of literacy programs balancing reading and writing instruction: a meta-analysis. Reading Research Quarterly. 53(3), pp. 279 - 304. https://doi.org/10.1002/rrq.194

Journal article

Teaching spelling, writing, and reading for writing: powerful evidence-based practices
Harris, Karen, Graham, Steve, Aitken, A. A., Barkel, Ashley, Houston, Julia D. and Ray, Amber B.. (2017) Teaching spelling, writing, and reading for writing: powerful evidence-based practices. Teaching Exceptional Children. 49(4), pp. 262 - 272. https://doi.org/10.1177/0040059917697250

Journal article

The relationship among strategic writing behavior, writing motivation, and writing performance with young, developing writers
Graham, Steve, Kiuhara, Sharlene, Harris, Karen and Fishman, Evan J.. (2017) The relationship among strategic writing behavior, writing motivation, and writing performance with young, developing writers. The Elementary School Journal. 118(1), pp. 82 - 104. https://doi.org/10.1086/693009

Journal article

Acceptability of adaptations for struggling writers: A national survey with primary grade teachers
Graham, Steve, Harris, Karen, Bartlett, Brendan John, Popadopoulou, Eleni and Santoro, Julia. (2016) Acceptability of adaptations for struggling writers: A national survey with primary grade teachers. Learning Disability Quarterly. 39(1), pp. 5 - 16. https://doi.org/10.1177/0731948714554038

Journal article

Teachers use of writing to support students' learning in middle school: A national survey in the United States
Ray, Amber B., Graham, Steve, Houston, Julia D. and Harris, Karen. (2016) Teachers use of writing to support students' learning in middle school: A national survey in the United States. Reading and Writing. 29(5), pp. 1039 - 1068. https://doi.org/10.1007/s11145-015-9602-z

Journal article

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

Journal article

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

Journal article

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

Journal article

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. Reading Teacher. 69(4), pp. 359 - 365. https://doi.org/10.1002/trtr.1432

Journal article

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

Journal article

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

Journal article

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

Journal article

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

Journal article

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

Journal article

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

Journal article

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

Journal article

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

Journal article

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.

Book chapter

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.

Book chapter

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.

Book chapter

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

Book chapter

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

Journal article

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.

Book chapter

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.

Book chapter

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

Journal article

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

Journal article

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.

Book chapter

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

Journal article

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

Journal article

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.

Journal article

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

Journal article

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.

Book chapter

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.

Report

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.

Journal article

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.

Book chapter

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

Journal article

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.

Book chapter

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.

Journal article

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

Journal article

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.

Book chapter

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.

Journal article

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.

Journal article

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.

Journal article

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.

Journal article

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.

Journal article

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.

Journal article

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.

Journal article

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