Research Base – Page 5 – MIDDLE SCHOOL MATTERS

Research Base for Writing Strategies and SRSD

May 25, 2016 Curtis Griffin

Baker, S. K., Chard, D. J., Ketterlin-Geller, L. R., Apichatabutra, C., & Doabler, C. (2009). Teaching writing to at-risk students: The quality of evidence for Self-Regulated Strategy Development. Exceptional Children, 75, 303–318. doi:10.1177/001440290907500303

De La Paz, S. (2005). Effects of historical reasoning instruction and writing strategy mastery in culturally and academically diverse middle school classrooms. Journal of Educational Psychology, 97, 139–156. doi:10.1037/0022-0663.97.2.139

De La Paz, S., & Graham, S. (1997). Effects of dictation and advanced planning instruction on the composing of students with writing and learning problems. Journal of Educational Psychology, 89, 203–222.

De La Paz, S., & Graham, S. (2002). Explicitly teaching strategies, skills, and knowledge: Writing instruction in middle school classrooms. Journal of Educational Psychology, 94, 203–222. doi:10.1037/0022-0663.94.4.687

Garcia-Sanchez, J., & Fidalgo-Redondo, R. (2006). Effects of two types of self-regulatory instruction programs on students with learning disabilities in writing products, processes, and self-efficacy. Learning Disability Quarterly, 29, 181–211.

Gillespie, A., & Graham, S. (2014). A meta-analysis of writing interventions for students with learning disabilities. Exceptional Children, 80, 454–473. doi:0.1177/0014402914527238

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

Graham, S., & Perin, D. (2007a). A meta-analysis of writing instruction for adolescent students. Journal of Educational Psychology, 99, 445–476. doi:10.1037/0022-0663.99.3.445

Graham, S., & Perin, D. (2007b). Writing next: Effective strategies to improve writing of adolescents in middle and high schools. Washington, DC: Alliance for Excellence in Education. Retrieved from http://carnegie.org/fileadmin/Media/Publications/PDF/writingnext.pdf

Mason, L. H., Kubina, R. M., Kostewicz, D. E., Cramer, A. M., & Datchuk, S. (2013). Improving quick writing performance of middle-school struggling learners. Contemporary Educational Psychology, 38, 236–246. doi:10.1016/j.cedpsych.2013.04.002

Torrance, M., Fidalgo, R., & Garcia, J. (2007). The teachability and effectiveness of cognitive self-regulation in sixth-grade writers. Learning and Instruction, 17, 265–285. doi:10.1016/j.learninstruc.2007.02.003

Troia, G. (2014). Evidence-based practices for writing instruction (IC-5). Gainesville, FL: University of Florida, Collaboration for Effective Educator Development, Accountability, and Reform Center. Retrieved from http://ceedar.education.ufl.edu/wp-content/uploads/2014/09/IC-5_FINAL_08-31-14.pdf

Wong, B. Y., Hoskyn, M., Jai, D., Ellis, P., & Watson, K. (2008). The comparative efficacy of two approaches to teaching sixth graders opinion essay writing. Contemporary Educational Psychology, 33, 757–784. doi:10.1016/j.cedpsych.2007.12.004

Research Base for Sentence Combining

May 25, 2016May 25, 2016 Curtis Griffin

Andrews, R., Torgerson, C., Beverton, S., Freeman, A., Locke, T., Low, G., . . . Zhu, D. (2006). The effect of grammar teaching on writing development. British Educational Research Journal, 32, 39–55. doi:10.1080/01411920500401997

Datchuk, S. M., & Kubina, R. M. (2013). A review of teaching sentence-level writing skills to students with writing difficulties and learning disabilities. Remedial and Special Education, 34, 180–192. doi:10.1177/0741932512448254

Datchuk, S. M., & Kubina, R. M. (2015). Effects of sentence-combining instruction and frequency building to a performance criterion with adolescents with difficulty constructing sentences. Journal of Evidence-Based Practices for Schools, 14, 160–185.

Graham, S., & Hebert, M. A. (2010). Writing to read: Evidence for how writing can improve reading. Washington, DC: Alliance for Excellent Education. Retrieved from https://www.carnegie.org/media/filer_public/9d/e2/9de20604-a055-42da-bc00-77da949b29d7/ccny_report_2010_writing.pdf

Graham, S., & Perin, D. (2007a). A meta-analysis of writing instruction for adolescent students. Journal of Educational Psychology, 99, 445–476. doi:10.1037/0022-0663.99.3.445

Graham, S., & Perin, D. (2007b). Writing next: Effective strategies to improve writing of adolescents in middle and high schools. Washington, DC: Alliance for Excellent Education. Retrieved from http://carnegie.org/fileadmin/Media/Publications/PDF/writingnext.pdf

Limpo, T., & Alves, R. A. (2013). Teaching planning or sentence-combining strategies: Effective SRSD interventions at different levels of written composition. Contemporary Educational Psychology, 38, 328–341. doi:10.1016/j.cedpsych.2013.07.004

Saddler, B. (2012). Teacher’s guide to effective sentence writing. New York, NY: Guilford Press.

Saddler, B., Behforooz, B., & Asaro, K. (2008). The effects of sentence combining instruction on the writing of fourth grade students with learning disabilities. Journal of Special Education, 42, 79–90. doi:10.1177/0022466907310371

Saddler, B., & Graham, S. (2005). The effects of peer-assisted sentence combining instruction on the writing of more and less skilled young writers. Journal of Educational Psychology, 97, 43–54. doi:10.1037/0022-0663.97.1.43

Research Base for Vocabulary Maps

May 25, 2016 Curtis Griffin

National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Reports of the subgroups. Washington, DC: National Institute of Child Health and Human Development.

Townsend, D., Filippini, A., Collins, P., & Biancarosa, G. (2012). Evidence for the importance of academic word knowledge for the academic achievement of diverse middle school students. Elementary School Journal, 112, 497–518. doi:10.1086/663301

Vaughn, S., Martinez, L. R., Linan-Thompson, S., Reutebuch, C. K., Carlson, C. D., & Francis, D. J. (2009). Enhancing social studies vocabulary and comprehension for seventh-grade English language learners: Findings from two experimental studies. Journal of Research on Educational Effectiveness, 2(4), 297–324.

Vaughn, S., Swanson, E. A., Roberts, G., Wanzek, J., Stillman-Spisak, S. J., Solis, M., & Simmons, D. (2013). Improving reading comprehension and social studies knowledge in middle school. Reading Research Quarterly, 48(1), 77–93.

Research Base for Generating Leveled Questions

May 25, 2016 Curtis Griffin

Guthrie, J. T., Wigfield, A., Humenick, N. M., Perencevich, K. C., Taboada, A., & Barbosa, P. (2006). Influences of stimulating tasks on reading motivation and comprehension. The Journal of Educational Research, 99(4), 232–246.

Hollenbeck, A. F. (2011). Instructional makeover: Supporting the reading comprehension of students with learning disabilities in a discussion-based format. Intervention in School and Clinic, 46, 211–220. doi:10.1177/1053451210389035

Raphael, T. E., Highfield, K., & Au, K. H. (2006). QAR now: A powerful and practical framework that develops comprehension and higher-level thinking in all students. New York, NY: Scholastic.

Simmons, D., Hairrell, A., Edmonds, M., Vaughn, S., Larsen, R., Willson, V., . . . Byrns, G. (2010). A comparison of multiple-strategy methods: Effects on fourth grade students’ general and content-specific reading comprehension and vocabulary development. Journal of Research on Educational Effectiveness, 3, 121–156. doi:10.1080/19345741003596890

Taboada, A., Bianco, S., & Bowerman, V. (2012). Text-based questioning: A comprehension strategy to build English language learners’ content knowledge. Literacy Research And Instruction, 51(2), 87–109.

Vaughn, S., & Edmonds, M. (2006). Reading comprehension for older readers. Intervention in School and Clinic, 41(3), 131–137.

Vaughn, S., Klingner, J. K., Swanson, E. A., Boardman, A. G., Roberts, G., Mohammed, S. S., & Stillman-Spisak, S. J. (2011). Efficacy of Collaborative Strategic Reading with middle school students. American Educational Research Journal, 48(4), 938–964. doi:10.3102/0002831211410305

Research Base for the Frayer Model

May 25, 2016 Curtis Griffin

Dexter, D. D., & Hughes, C. A. (2011). Graphic organizers and students with learning disabilities: A meta-analysis. Learning Disabilities Quarterly, 34, 51–72.

Frayer, D., Frederick, W., & Klausmeier, H. (1969). A schema for testing the level of concept mastery. Madison, WI: Wisconsin Center for Education.

Gajria, M., Jitendra, A. K., Sood, S., & Sacks, G. (2007). Improving comprehension of expository texts in students with LD: A research synthesis. Journal of Learning Disabilities, 40, 210–227. doi:10.1177/00222194070400030301

Gersten, R., Fuchs, L. S., Compton, D., Coyne, M., Greenwood, C., & Innocenti, M. S. (2005). Quality indicators for group experimental and quasi-experimental research in special education. Exceptional Children, 71, 149–164.

Graves, M. R. (1985). A word is a word … Or is it? New York, NY: Scholastic.

Lara-Alecio, R., Tong, F., Irby, B. J., Guerrero, C., Huerta, M., & Fan, Y. (2012). The effect of instructional intervention on middle school English learners’ science and English reading achievement. Journal of Research in Science Teaching, 49, 987–1011. doi:10.1002/tea.21031

Monroe, E. E., & Pendergrass, M. R. (1997). Effects of mathematical vocabulary instruction on fourth grade students. Reading Improvement, 34(3), 120–132.

Nagy, W. E., & Townsend, D. (2012). Words as tools: Learning academic vocabulary as language acquisition. Reading Research Quarterly, 47, 91–108. doi:10.1002/RRQ.011

Peters, C. W. (1974–1975). A comparison between the Frayer model of concept attainment and the textbook approach to concept attainment. Reading Research Quarterly, 10, 252–254.