Writing – MIDDLE SCHOOL MATTERS

Research Base for Writing to Learn

Baker, W. P., Barstack, R., Clark, D., Hull, E., Goodman, B., Kook, J., & … Lang, M. (2008). Writing-to-Learn in the Inquiry-Science Classroom: Effective Strategies from Middle School Science and Writing Teachers. Clearing House: A Journal Of Educational Strategies, Issues And Ideas, 81(3), 105-108.

Bangert-Drowns, R. L., Hurley, M. M., & Wilkinson, B. (2004). The effects of school-based Writing-to-Learn interventions on academic achievement: A meta-analysis. Review of Educational Research, 74, 29-58.

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 severe pediatric traumatic brain injury. Developmental Neuropsychology, 25(1&2), 37-60.

Dlugokienski, A., & Sampson, V. (2008). Learning to Write and Writing to Learn in Science: Refutational Texts and Analytical Rubrics. Science Scope, 32(3), 14-19.

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.

Gabriel, R., & Dostal, H. (2015). Interactive Writing in the Disciplines: A Common Core Approach to Disciplinary Writing in Middle and High School. Clearing House: A Journal Of Educational Strategies, Issues And Ideas, 88(2), 66-71.

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., & Hebert, M. (2011). Writing to read: A meta-analysis of the impact of writing and writing instruction on reading. Harvard Educational Review, 81(4), 710-744.

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

Gunel, M., Hand, B., & Prain, V. (2007). Writing for Learning in Science: A Secondary Analysis of Six Studies. International Journal Of Science And Mathematics Education, 5(4), 615-637.

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.

Reed, D. K. (2006). Time’s up: How to Stop Running out of Time for Writing across the Curriculum. Journal Of Staff Development, 27(3), 36-42.

Sampson, V., Enderle, P., Grooms, J., & Witte, S. (2013). Writing to Learn by Learning to Write during the School Science Laboratory: Helping Middle and High School Students Develop Argumentative Writing Skills as They Learn Core Ideas. Science Education, 97(5), 643-670.

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.

Research Base for Writing Strategies and SRSD

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

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