The Relationship Between the Discourse Knowledge and the Writing Performance of Elementary-Grade Students

Journal of Educational Psychology

Volumn 101, Issue 1, 2009, Pages 37-50

  Olinghouse, Natalie G ^a   Graham, Steve ^b  

^a UNIVERSITY OF CONNECTICUT   (United States)

^b VANDERBILT UNIVERSITY   (United States)

Author keywords

elementary school students; individual differences; knowledge level; writing skills

Indexed keywords

EID: 60849116131     PISSN: 00220663     EISSN: None     Source Type: Journal    
DOI: 10.1037/a0013462     Document Type: Article

References (56)

1. Albin M., Benton S., and Khramtsova I. Individual differences in interest and narrative writing. Contemporary Educational Psychology 21 (1996) 305-324
2. Alexander P. A model of domain learning: Reinterpreting expertise as a multi-dimensional, multi-stage process. In: Dai D., and Sternberg R. (Eds). Motivation, emotion, and cognition (2004), Erlbaum, Mahwah, NJ 273-298
3. Baker S., Gersten R., and Graham S. Teaching expressive writing to students with learning disabilities: Research-based applications and examples. Journal of Learning Disabilities 36 (2003) 109-123
4. Benton S., Corkill A., Sharp J., Downey R., and Khramtsova I. Knowledge, interest, and narrative writing. Journal of Educational Psychology 87 (1995) 66-79
5. Bereiter C., and Scardamalia M. Learning about writing from reading. Written Communication 1 (1984) 163-188
6. Bereiter C., and Scardamalia M. The psychology of written composition (1987), Erlbaum, Hillsdale, NJ
7. Berninger V., and Fuller F. Gender differences in orthographic, verbal, and compositional fluency: Implications for assessing writing disabilities in primary grade children. Journal of School Psychology 30 (1992) 363-382
8. Berninger V.W., Whitaker D., Feng Y., Swanson H.L., and Abbott R.D. Assessment of planning, translating, and revising in junior high writers. Journal of School Psychology 34 (1996) 23-52
9. Calkins L. The art of teaching writing (1986), Heinemann, Portsmouth, NH
10. Couzijn M. Learning to write by observation of writing and reading processes: Effects on learning and transfer. Learning and Instruction 9 (1999) 109-142
11. Cutler, L., & Graham, S. (in press). Primary grade writing instruction: A national survey. Journal of Educational Psychology
12. DeGroff L. The influence of prior knowledge on writing, conferencing, and revising. Elementary School Journal 88 (1987) 105-118
13. Diederich P. How to measure growth in writing ability. English Journal 55 (1966) 435-449
14. Donovan C., and Smolkin L. Children's understanding of genre and writing development. In: MacArthur C., Graham S., and Fitzgerald J. (Eds). Handbook of writing research (2006), Guilford, New York 131-143
15. Englert S., Raphael T., Fear K., and Anderson L. Students' metacognitive knowledge about how to write informational texts. Learning Disability Quarterly 11 (1988) 18-46
16. Fidalgo, R., Torrance, M., & Garcia, J. (in press). The long-term effects of writing strategy instruction for young writers. Contemporary Educational Psychology
17. Fitzgerald J. Research on revision in writing. Review of Educational Research 57 (1987) 481-506
18. Fitzgerald J., and Markham L. Teaching children about revision in writing. Cognition and Instruction 4 (1987) 3-24
19. Fitzgerald J., and Shanahan T. Reading and writing relations and their development. Educational Psychologist 35 (2000) 39-50
20. Fitzgerald J., and Teasley A. Effects of instruction in narrative structure on children's writing. Journal of Educational Psychology 78 (1986) 424-432
21. Graham S. Writing. In: Alexander P., and Winne P. (Eds). Handbook of educational psychology (2006), Erlbaum, Mahwah, NJ 457-478
22. Graham, S., Berninger, V., & Abbott, R. (in press). Are attitudes towards writing and reading separable constructs: A study with primary grade children. Reading and Writing Quarterly
23. Graham S., Berninger V., Abbott R.D., Abbott S.P., and Whitaker D. Role of mechanics in composing of elementary school students: A new methodological approach. Journal of Educational Psychology 89 (1997) 170-182
24. Graham S., Berninger V., and Fan W. The structural relationship between writing attitude and writing achievement in young children. Contemporary Educational Psychology 32 (2007) 516-536
25. Graham S., Harris K.R., Fink-Chorzempa B., and MacArthur C.A. Primary grade teachers' instructional adaptations for struggling writers: A national survey. Journal of Educational Psychology 95 (2003) 279-292
26. Graham S., Harris K.R., and Mason L. Improving the writing performance, knowledge, and motivation of struggling young writers: The effects of self-regulated strategy development. Contemporary Educational Psychology 30 (2005) 207-241
27. Graham S., Schwartz S., and MacArthur C. Knowledge of writing and the composing process, attitude toward writing, and self-efficacy for students with and without learning disabilities. Journal of Learning Disabilities 26 (1993) 237-249
28. Graves D. Writing: Teachers and children at work (1983), Heinemann, Exeter, NH
29. Grobe C. Syntactic maturity, mechanics, and vocabulary as predictors of quality ratings. Research in the Teaching of English 15 (1981) 75-85
30. Hammill D., and Larsen S. Test of Written Language-3 (1996), Pro-Ed, Austin, TX
31. Harris K.R., Graham S., and Mason L. Improving the writing, knowledge, and motivation of struggling young writers: Effects of self-regulated strategy development with and without peer support. American Educational Research Journal 43 (2006) 295-340
32. Hayes J. A new framework for understanding cognition and affect in writing. In: Levy M., and Ransdell S. (Eds). The science of writing: Theories, methods, individual differences, and applications (1996), Erlbaum, Mahwah, NJ 1-27
33. Hayes J., and Flower L. Identifying the organization of writing processes. In: Gregg L., and Steinberg E. (Eds). Cognitive processes in writing (1980), Erlbaum, Hillsdale, NJ 3-30
34. Holliway D., and McCutchen D. Audience perspective in young writers' composing and revising. In: Allal L., Chanquoy L., and Largy P. (Eds). Revision: Cognitive and instructional processes (2004), Kluwer, Boston 87-101
35. Knudson R.E. Effects of instructional strategies on children's informational writing. Journal of Educational Research 83 2 (1989) 91-96
36. L'Amour L. The education of a wandering man (1990), Bantam, New York
37. Langer J. The effects of available information on responses to school writing tasks. Research in the Teaching of English 18 (1984) 27-44
38. Laughton J., and Morris N. Story grammar knowledge of learning disabled students. Learning Disabilities Research 4 (1989) 87-95
39. Lin S.C., Monroe B.W., and Troia G. Development of writing knowledge in Grades 2-8: A comparison of typically developing writers and their struggling peers. Reading and Writing Quarterly 23 (2007) 207-230
40. Ma X., and Klinger D.A. Hierarchical linear modeling of student and school effects on academic achievement. Canadian Journal of Education 25 (2000) 41-55
41. Maki H.S., Voeten M.J.M., Vauras M.M.S., and Poskiparta E.H. Predicting writing skill development with word recognition and preschool readiness skills. Reading and Writing: An Interdisciplinary Journal 14 (2001) 643-672
42. Malecki C.K., and Jewell J. Developmental, gender, and practical considerations in scoring curriculum-based measurement writing probes. Psychology in the Schools 40 (2003) 379-390
43. McCutchen D. Domain knowledge and linguistic knowledge in the development of writing ability. Journal of Memory and Language 25 (1986) 431-444
44. McKenna M., Kear D., and Ellsworth R. Children's attitudes toward reading: A national survey. Reading Research Quarterly 30 (1995) 934-956
45. Morris N.T., and Crump W.D. Syntactic and vocabulary development in the written language of learning disables and non-learning disabled students at four age levels. Learning Disability Quarterly 5 (1982) 163-172
46. Mosenthall P., Conley M., Colella A., and Davidson-Mosenthall R. The influence of prior knowledge and teacher lesson structure on children's production of narratives. Elementary School Journal 85 (1985) 621-634
47. Olinghouse N.G. Student- and instruction-level predictors of narrative writing in third-grade students. Reading and Writing Quarterly 21 (2008) 3-26
48. Saddler B., and Graham S. The relationship between writing knowledge and writing performance among more and less skilled writers. Reading and Writing Quarterly 23 (2007) 231-247
49. Shanahan T., and Lomax R.G. A developmental comparison of three theoretical models of the reading-writing relationship. Research in the Teaching of English 22 (1988) 196-212
50. Steward M., and Grobe C. Syntactice maturity, mechanics of writing and teachers' quality ratings. Research in the Teaching of English 13 (1979) 207-215
51. Swanson H.L., and Berninger V.W. Individual differences in children's working memory and writing skill. Journal of Experimental Child Psychology 63 (1996) 358-385
52. Torgesson J., Wagnor R., and Rashotte C. Test of Word Reading Efficiency (1999), Pro-Ed, Austin, TX
53. Voss J., Vesonder G., and Spilich G. Text generation and recall by high-knowledge and low-knowledge individuals. Journal of Verbal Learning and Verbal Behavior 19 (1980) 651-667
54. Walberg H., and Ethington C. Correlates of writing performance and interest: A U.S. national assessment study. Journal of Educational Research 84 (1991) 198-203
55. Watt R.J.C. Concordance [Computer software] (2000), Author, Dundee, Scotland
56. Wong B., Wong R., and Blenkinsop J. Cognitive and metacognitive aspects of learning disabled adolescents' composing problems. Learning Disability Quarterly 12 (1989) 300-322