Category: Research Base

Andrade, H. L., Du, Y., & Mycek, K. (2010). Rubric-Referenced Self-Assessment and Middle School Students’ Writing. Assessment In Education: Principles, Policy & Practice, 17(2), 199-214.

Andrade, H. L., Du, Y., & Wang, X. (2008). Putting Rubrics to the Test: The Effect of a Model, Criteria Generation, and Rubric-Referenced Self-Assessment on Elementary School Students’ Writing. Educational Measurement: Issues And Practice, 27(2), 3-13.

Andrade, H. L., Wang, X., Du, Y., & Akawi, R. L. (2009). Rubric-Referenced Self-Assessment and Self-Efficacy for Writing. Journal Of Educational Research, 102(4), 287-302.

Effeney, G., Carroll, A., & Bahr, N. (2013). Self-regulated learning and executive function: Exploring the relationships in a sample of adolescent males. Educational Psychology, 33(7), 773 -796.

Graham, S., & Perrin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high schools. New York, NY: Carnegie Corporation of New York.

Graham, S., Harris, K. R., & Hebert, M. A. (2011). Informing writing: The benefits of formative assessment. A Carnegie Corporation Time to Act report. Washington, DC: Alliance for Excellent Education.

Graham, S., Harris, K. R., & Santangelo, T. (2015). Research-based writing practices and the Common Core: Meta-analysis and meta-synthesis. The Elementary School Journal, 115 (4), 498-522.

Graham, S., Hebert, M., & Harris, K. R. (2015). Formative Assessment and Writing: A Meta-Analysis. Elementary School Journal, 115(4), 523-547.

MacArthur, C. A., Schwartz, S. S., & Graham, S. (1991). Effects of reciprocal peer revision strategy in special education classrooms. Learning Disabilities Research & Practice, 6 (4), 201-210.

MacArthur, C., Graham, S., & Fitzgerald, J. (2015). Handbook of writing research (2nd ed.). New York, NY: Guilford.

Olinghouse, N. G., Graham, S., & Gillespie, A. (2014). The relationship of discourse and topic knowledge to fifth graders’ writing performance. Journal of Educational Psychology, 107 (2), 391-406.

Nielsen, K. (2014). Self-Assessment Methods in Writing Instruction: A Conceptual Framework, Successful Practices and Essential Strategies. Journal of Research in Reading, 37(1), 1-16.

Northwest Regional Educational Laboratory. (2004). An introduction to the 6 + 1 Trait writing assessment model. Available at http://educationnorthwest.org/traits.

Panadero, E., & Jonsson, A. (2013). The use of scoring rubrics for formative assessment purposes revisited: A review. Educational Research Review, 9, 129-144.

Stoddard, B., & MacArthur, C. A. (1993). A peer editor strategy: Guiding learning-disabled students in response and revision. Research in the Teaching of English, 27 (1), 76-103.

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Andrews, R., Torgerson, C., Low, G., & McGuinn, N. (2009). Teaching Argument Writing to 7- to 14-Year-Olds: An International Review of the Evidence of Successful Practice. Cambridge Journal Of Education, 39(3), 291-310.

Applebee, A. N., & Langer, J. A. (2013). Writing instruction that works. Proven methods for middle and high school classrooms. New York, NY: Teachers College Press.

Combs, W. E. (2009). Empowering Students to Write and Re-Write: Standards-Based Strategies for Middle and High School Teachers. Eye on Education.

Cramer, A. M., & Mason, L. H. (2014). The Effects of Strategy Instruction for Writing and Revising Persuasive Quick Writes for Middle School Students with Emotional and Behavioral Disorders. Behavioral Disorders, 40(1), 37-51.

De La Paz, S., & Sherman, C. K. (2013). Revising Strategy Instruction in Inclusive Settings: Effects for English Learners and Novice Writers. Learning Disabilities Research & Practice, 28(3), 129-141.

Graham, S., & Harris, K. R. (2005). Writing better: Effective strategies for teaching students with learning difficulties. Baltimore, MD: Paul H. Brookes.

Graham, S., & Hebert, M. (2010). Writing to read: Evidence for how writing can improve reading. Commissioned by the Carnegie Corporation of New York. Washington, DC: Alliance for Excellence in Education.

Graham, S., & Perrin, D. (2007). A meta-analysis of writing instruction for adolescent students. Journal of Educational Psychology , 99 (3), 445-476.

Graham, S., & Perrin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high schools. New York, NY: Carnegie Corporation of New York.

Graham, S., Cappizi, A., Harris, K. R., Hebert, M., & Morphy, P. (2014). Teaching writing to middle school students: A national survey. Reading and Writing: An Interdisciplinary Journal, 27 (6), 1015-1042.

Graham, S., Harris, K. R., & Santangelo, T. (2015). Research-based writing practices and the Common Core: Meta-analysis and meta-synthesis. The Elementary School Journal, 115 (4), 498-522.

Graham, S., MacArthur, C., & Fitzgerald, J. (2013). Best practices in writing instruction (2nd ed.). New York, NY: Guilford.

Hacker, D. J., Dole, J. A., Ferguson, M., Adamson, S., Roundy, L., & Scarpulla, L. (2015). The short-term and maintenance effects of self-regulated strategy development in writing for middle school students. Reading & Writing Quarterly, 31(4), 351-372.

Harris, K. R., Graham, S., Mason, L. H., & Friedlander, B. (2008). Powerful writing strategies for all students. Baltimore, MD: Paul H. Brookes.

Hebert, M., Gillespie, A., & Graham, S. (2013). Comparing effects of different writing activities on reading comprehension: A meta-analysis. Reading and Writing: An Interdisciplinary Journal, 26 (1), 111-138.

Limpo, T., Alves, R. A., & Fidalgo, R. (2014). Children’s High-Level Writing Skills: Development of Planning and Revising and Their Contribution to Writing Quality. British Journal Of Educational Psychology, 84(2), 177-193.

MacArthur, C. A., Schwartz, S. S., & Graham, S. (1991). Effects of reciprocal peer revision strategy in special education classrooms. Learning Disabilities Research & Practice, 6 (4), 201-210.

MacArthur, C., Graham, S., & Fitzgerald, J. (2015). Handbook of writing research (2nd ed.). New York, NY: Guilford.

Midgette, E., & Haria, P. (2016). Planning and Revising Written Arguments: The Effects of Two Text Structure-Based Interventions on Persuasiveness of 8th-Grade Students’ Essays. Reading Psychology, 37(7), 1043-1075.

Nielsen, K. (2014). Self-Assessment Methods in Writing Instruction: A Conceptual Framework, Successful Practices and Essential Strategies. Journal Of Research In Reading, 37(1), 1-16.

Saddler, B. (2003). “But Teacher, I Added a Period!” Middle Schoolers Learn to Revise. Voices From The Middle, 11(2), 20-26.

Saddler, B., Asaro-Saddler, K., & Thomas, J. (2015). C-CARD: A Strategy to Improve Revising Behaviors. Insights On Learning Disabilities, 12(2), 147-161.

Sandmel, K., & Graham, S. (2011). The process writing approach: A meta-analysis. The Journal of Educational Research, 104 (6), 396-407.

Sherman, C. K., & De La Paz, S. (2015). FIX: A Strategic Approach to Writing and Revision for Students with Learning Disabilities. TEACHING Exceptional Children, 48(2-), 93-101.

Stoddard, B., & MacArthur, C. A. (1993). A peer editor strategy: Guiding learning-disabled students in response and revision. Research in the Teaching of English, 27 (1), 76-103.

Troia, G. A., Lin, S. C., Monroe, B. W., & Cohen, S. (2009). The effects of writing workshop instruction on the performance and motivation of good and poor writers. In G. A. Troia (Ed.), Instruction and assessment for struggling writers: Evidence-based practices (pp. 77-112). New York, NY: Guilford.

Wolsey, T. D., & Grisham, D. L. (2012). Transforming Writing Instruction in the Digital Age: Techniques for Grades 5-12. Teaching Practices that Work Series. Guilford Publications.

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Brown, A. L., & Day, J. D. (1983). Macrorules for summarizing texts: The development of expertise. Journal of Verbal Learning and Verbal Behavior, 22, 1-14.

Chapman, S. B., Sparks, G., Levin, H.S., Dennis, M, Roncadin, C., Zhang, L., & Song, J. (2000). Discourse macrolevel processing after severed pediatric traumatic brain injury. Developmental Neuropsychology, 25(1&2), 37-60.

Nelson, J. R., Smith, D., J., & Dodd, J. M. (1992). The effects of teaching a summary skills strategy to students identified as learning disabled on their comprehension of science text. Education and Treatment of Children, 15(3), 228-243. Retrieved from: http://digitalcommons.unl.edu/specedfacpub/35

Tilstra, J., & McMaster, K. L. (2013). Cognitive processes of middle grade readers when reading expository text with an assigned goal. Learning and Individual Differences, 28, 66-74.

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Black, A. R., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2003). Assessment for learning: Putting it into practice. Oxford, UK: Oxford University Press.

Boudette, K. P., City, E. A., & Murname, R., J. (2008). Data wise: A step-by-step guide to using assessment results to improve teaching and learning (6^th ed.). Cambridge, MA: Harvard Education Press.

Bruner, C., Fasca, C., Heinze, J., Honey, M., Light, D., Mandinach, E., & Wexler, D. (2005). Linking data and learning: The Grow Network study. Journal of Education for Students Placed at Risk, 10(3), 241-267.

Clymer, J. G., & Wiliam, D. (2007). Improving the way we grade science. Educational Leadership, 64(4), 36-42.

Hamilton, L., Halverson, R., Jackson, S., Mandinach, E., Supovitz, J., & Wayman, J. (2009). Using student achievement data to support instructional decision making (NCEE 2009-4067). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.

May, H., & Robinson, M. A. (2007). A randomized evaluation of Ohio’s Personalized Assessment Reporting System (PARS). Philadelphia, PA: Consortium for Policy Research in Education.

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