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 Ideas81(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 Scope32(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 Ideas88(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 Education5(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 Development27(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 Education97(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.