Explicitly teaching struggling writers: Strategies for mastering the writing process

Intervention in School and Clinic

Volumn 41, Issue 5, 2006, Pages 290-294

  Graham, Steve ^a,c   Harris, Karen R ^a   Macarthur, Charles ^b  

^a VANDERBILT UNIVERSITY   (United States)

^b UNIVERSITY OF DELAWARE   (United States)

^c VANDERBILT UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33646416487     PISSN: 10534512     EISSN: None     Source Type: Journal    
DOI: 10.1177/10534512060410050601     Document Type: Review

References (13)

1. Association for Supervision and Curriculum Development. (2002). Teaching students with learning disabilities in the regular classroom: Using learning strategies. Alexandria, VA: Author.
2. Calkins, L. (1986). The art of teaching-writing. Portsmouth, NH: Heinemann.
3. Danoff, B., Harris, K. R., & Graham, S. (1993). Incorporating strategy instruction within the writing process in the regular classroom: Effects on the writing of students with and without learning disabilities. Journal of Reading Behavior, 25, 295-319.
4. De La Paz, S., & Graham, S. (2002). Explicitly teaching strategies, skills, and knowledge: Writing instruction in middle school classrooms. Journal of Educational Psychology, 94, 687-698.
5. Gordon, W. (2000). The quotable writer. New York: McGraw-Hill.
6. Graham, S., & Harris, K. R. (1996). Addressing problems in attention, memory, and executive functioning: An example from self-regulated strategy development. In G. Lyon & N. Krasnegor (Eds.), Attention, memory, and executive function, (pp. 349-365). Baltimore: Brookes.
7. Graham, S., & Harris, K. R. (2003). Students with learning disabilities and the process of writing: A meta-analysis of SRSD studies. In L. Swanson, K. R. Harris, & S. Graham (Eds.), Handbook of research on learning disabilities (pp. 323-344). New York: Guilford.
8. Graham, S., & Harris, K. R. (2006). Cognitive strategy instruction. In C. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (pp. 187-207). New York: Guilford.
9. Graham, S., & Harris, K. R. (2006). Writing better. Baltimore: Brookes.
10. Harris, K. R., & Graham, S. (1996). Making the writing process work: Strategies for composition and self-regulation. Cambridge, MA: Brookline.
11. Harris, K. R., & Graham, S. (1999). Programmatic intervention research: Illustrations from the evolution of self-regulated strategy development. Learning Disability Quarterly, 22, 251-262.
12. MacArthur, C., Schwartz, S., Graham, S., Molloy, D., & Harris, K. R. (1996). Integration of strategy instruction into a whole language classroom: A case study, learning Disabilities Research and Practice, 11, 168-176.
13. Scardamalia, M., & Bereiter, C. (1986). Written composition. In M. Wittrock (Ed.), Handhook of research on teaching (3rd ed., pp. 778-803). New York: Macmillan.