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

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

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