The common core state standards and evidence-based educational practices: The case of writing

School Psychology Review

Volumn 42, Issue 3, 2013, Pages 343-357

  Troia, Gary A ^a,b   Olinghouse, Natalie G ^a,b  

^a MICHIGAN STATE UNIVERSITY   (United States)

^b UNIVERSITY OF CONNECTICUT   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84887480918     PISSN: 02796015     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Review

References (83)

1. ACT. (2007). Aligning postsecondary expectations and high school practice: The gap defined. Policy implications of the ACT national curriculum survey results 2005-2006. Iowa City, IA: Author.
2. American Psychological Association. (2005). Policy statement on evidence-based practice in psychology. Washington, DC: Author.
3. Applebee, A. N., & Langer, J. A. (2006). The state of writing instruction in America's schools: What existing data tell us. Albany, NY: State University of New York, Center on English Learning and Achievement.
4. Applebee, A. N., & Langer, J. A. (2011). A snapshot of writing instruction in middle schools and high schools. English Journal, 100, 14-27.
5. Atwell, N. (1998). In the middle: New understandings about writing, reading, and learning (2nd ed.). Portsmouth, NH: Boynton/Cook Publishers.
6. 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. (Pubitemid 38651979)
7. Bazerman, C. (2006). The writing of social organization and the literate situating of cognition: Extending Goody's social implications of writing. In D. Olson & M. Cole (Eds.), Technology, literacy and the evolution of society: Implications of the work of Jack Goody (pp. XXX-XXX). Mahwah, NJ: Lawrence Erlbaum Associates.
8. Berninger, V. W., & Amtmann, D. (2003). Preventing written expression disabilities through early and continuing assessment and intervention for handwriting and/or spelling problems: Research into practice. In H. L. Swanson, K. R. Harris, & S. Graham (Eds.), Handbook of learning disabilities (pp. 345-363). New York, NY: Guilford Press.
9. Berninger, V. W., Nielsen, K. H., Abbott, R. D., Wijsman, E., & Raskind, W. (2008). Gender differences in severity of writing and reading disabilities. Journal of School Psychology, 46, 151-172.
10. Boardman, A. G., Arguelles, M. E., Vaughn, S., Hughes, M. T., & Klingner, J. (2005). Special education teachers' views of research-based practices. Journal of Special Education, 39, 168-180. (Pubitemid 41616840)
11. Burns, M. K., & Ysseldyke, J. E. (2009). Reported prevalence of evidence-based instructional practices in special education. Journal of Special Education, 43, 3-11.
12. Conley, M. W. (2005). Connecting standards and assessment through literacy. Boston, MA: Pearson.
13. Cutler, L., & Graham, S. (2008). Primary grade writing instruction: A national survey. Journal of Educational Psychology, 100, 907-919.
14. Dane, A. V., & Schneider, B. H. (1998). Program integrity in primary and early secondary prevention: Are implementation effects out of control? Clinical Psychology Review, 18, 23-45. (Pubitemid 28049555)
15. Dean, D. (2008). Genre theory: Teaching, writing, and being. Urbana, IL: National Council of Teachers of English.
16. Duke, N. K. (2000). 3.6 minutes per day: The scarcity of informational texts in first grade. Reading Research Quarterly, 35, 202-224.
17. Duke, N. K. (2001, April). What do we expect young children to know and be able to do with different genres of text? An analysis of state standards. In C. C. Pappas (Chair), Children, genre, and schooling. Seattle, WA: American Educational Research Association.
18. Durlak, J. A., & DuPre, E. P. (2008). Implementation matters: A review of research on the influence of implementation on program outcomes and the factors affecting implementation. American Journal of Community Psychology, 41, 327-350.
19. Dutro, E., & Valencia, S. W. (2004). The relation between state and district literacy standards: Issues of alignment, influence, and utility. A research report. Seattle, WA: University of Washington, Center for the Study of Teaching and Policy.
20. Eccles, M. P., & Mittman, B. S. (2006). Welcome to implementation science. Implementation Science, I, 1-3.
21. Faigley, L., & Witte, S. P. (1981). Coherence, cohesion, and writing quality. College Composition and Communication, 32(2), 2-11.
22. Fishbein, M. (1995). Developing effective behavioral change interventions: Some lessons learned from behavioral research. Reviewing the behavioral science knowledge base on technology transfer (NIDA Research Monograph No. 155). Rockville, MD: National Institute on Drug Abuse.
23. Fixsen, D. L., Blase, K. A., Metz, A., & van Dyke, M. (2013). Statewide implementation of evidence-based programs. Exceptional Children, 79, 213-230.
24. Flower, L. S., & Hayes, J. R. (1981). Plans that guide the composing process. In C. H. Friderksen & J. F. Dominic (Eds.), Writing: The nature, development, and teaching of written communication (pp. 39-58). Hillsdale, NJ: Lawrence Erlbaum Associates.
25. Gilbert, J., & Graham, S. (2010). Teaching writing to elementary students in grades 4 to 6: A national survey. Elementary School Journal, 110, 494-518.
26. Graham, S. (2006). Strategy instruction and the teaching of writing: A meta-analysis. In C. A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (pp. 187-207). New York, NY: Guilford.
27. Graham, S., Berninger, V. W., Abbott, R. D., Abbott, S. P., & Whitaker, D. (1997). The role of mechanics in composing of elementary school students: A new methodological approach. Journal of Educational Psychology, 89, 170-182.
28. Graham, S., Collins, A., & Rigby-Wills, H. (2013). Writing characteristics of students with LD: A meta-analysis. Unpublished manuscript, Arizona State University, Phoenix, AZ.
29. Graham, S., & Harris, K. R. (2013). Common Core State Standards, writing, and students with LD: Recommendations. Learning Disabilities Research & Practice, 28, 28-37.
30. Graham, S., Harris, K. R., Fink, B., & MacArthur, C. A. (2001). Teacher efficacy in writing: A construct validation with primary grade teachers. Scientific Studies of Reading, 5, 177-202.
31. Graham, S., Harris, K. R., Fink-Chorzempa, B., & MacArthur, C. A. (2003). Primary grade teachers' instructional adaptations for struggling writers: A national survey. Journal of Educational Psychology, 95, 279-292. (Pubitemid 36751214)
32. Graham, S., Harris, K. R., & Hebert, M. A. (2011). Informing writing: The benefits of formative assessment. A Carnegie Corporation Time to Act report. Washington, DC: Alliance for Excellent Education.
33. Graham, S., Harris, K. R., MacArthur, C. A., & Fink, B. (2002). Primary grade teachers' theoretical orientations concerning writing instruction: Construct valida-tion and a nationwide survey. Contemporary Educational Psychology, 27, 147-166.
34. Graham, S., McKeown, D., Kiuhara, S. A., & Harris, K. R. (2012). A meta-analysis of writing instruction for students in the elementary grades. Journal of Educational Psychology, 104, 879-896.
35. Graham, S., & Perin, D. (2007a). A meta-analysis of writing instruction for adolescent students. Journal of Educational Psychology, 99, 445-476.
36. Graham, S., & Perin, D. (2007b). What we know, what we need to know: Teaching adolescents to write. Scientific Studies of Reading, 11, 313-335.
37. Graham, S., & Perin, D. (2007c). Writing next: Effective strategies to improve writing of adolescents in middle and high schools-A report to the Carnegie Corporation of New York. Washington, DC: Alliance for Excellent Education.
38. Harris, A. H. (2006). Does expressive writing reduce health care utilization? A meta-analysis of randomized trials. Journal of Consulting and Clinical Psychology, 74, 243-252.
39. Hayes, J. R. (1996). A new model of cognition and affect in writing. In M. Levy & S. Ransdell (Eds.), The science of writing (pp. 1-27). Hillsdale, NJ: Lawrence Erlbaum Associates.
40. Hillocks, G. (2002). The testing trap: how state writing assessments control learning. New York, NY: Teachers College Press.
41. Honig, M. I. (Ed.). (2006). New directions in education policy implementation: Confronting complexity. Albany, NY: State University of New York Press.
42. Institute of Medicine. (2001). Crossing the quality chasm: A new health system for the 21st century. Washington, DC: National Academy Press.
43. Jenkins, J. R., Johnson, E., & Hileman, J. (2004). When is reading also writing? Sources of individual differences on the new reading performance assessments. Scientific Studies of Reading, 8, 125-151. (Pubitemid 38726497)
44. Jones, M. L. (2009). A study of novice special educators' views of evidence-based practices. Teacher Education and Special Education, 32, 101-120.
45. Keith, T. Z. (2000). Research in school psychology: What can the future hold? School Psychology Review, 29, 604-605.
46. Keys, C. W. (2000). Investigating the thinking processes of eighth grade writers during the composition of a scientific laboratory report. Journal of Research in Science Teaching, 37, 676-690.
47. King, S. (2000). A memoir of the craft: On writing. New York, NY: Pocket.
48. Kiuhara, S., Graham, S., & Hawken, L. (2009). Teaching writing to high school students: A national survey. Journal of Educational Psychology, 101, 136-160.
49. Kratochwill, T. R., & Stoiber, K. C. (2000). Empirically supported interventions and school psychology: Conceptual and practice issues-Part II. School Psychology Quarterly, 15, 75-105.
50. Lipson, M. Y., Mosenthal, J., Daniels, P., & Woodside Jiron, H. (2000). Process writing in the classrooms of eleven fifth-grade teachers with different orientations to teaching and learning. Elementary School Journal, 101, 209-231.
51. McCutchen, D. (1996). A capacity theory of writing: Working memory in composition. Educational Psychology Review, 8, 299-325.
52. National Center for Education Statistics. (2012). The nation's report card: Writing 2011 (NCES 2012-470). Washington, DC: Institute of Education Sciences, U.S. Department of Education.
53. National Commission on Writing for America's Families, Schools, and Colleges. (2003, April). The neglected R: The need for a writing revolution. New York, NY: College Entrance Examination Board. Retrieved February 1, 2008, from http://www.writingcommission. org/prod-downloads/writingcom/neglectedr.pdf
54. National Commission on Writing for America's Families, Schools, and Colleges. (2004, September). Writing: A ticket to work or a ticket out. A survey of business leaders. New York, NY: College Entrance Examination Board. Retrieved February 1, 2008, from http:// www.writingcommission.org/prod- downloads/writing com/wri ting-ticket-to-work.pdf
55. National Commission on Writing for America's Families, Schools, and Colleges. (2005, July). Writing: A powerful message from state government. New York, NY: College Entrance Examination Board. Retrieved February 1, 2008, from http://www.writingcommission. org/prod-downloads/writingcom/powerful- messagefrom-state.pdf
56. National Commission on Writing for America's Families, Schools, and Colleges. (2008, April). Writing, technology and teens. Pew Internet and American Life Project. New York, NY: College Entrance Examination Board. Retrieved February 1, 2009, from http://www. pewinternet.Org/~/media//Files/ Reports/2008/PIP- Writing-Report-FINAL3.pdf.pdf
57. Nelson, S. R., Leffler, J. C, & Hansen, B. A. (2009). Toward a research agenda for understanding and improving the use of research evidence. Portland, OR: Northwest Regional Educational Laboratory. Retrievable at www.nwrel.org/researchuse/report.pdf
58. O'Donnell, C. L. (2008). Defining, conceptualizing, and measuring fidelity of implementation and its relationship to outcomes in K-12 curriculum intervention research. Review of Educational Research, 78, 33-84.
59. Pajares, F. (2003). Self-efficacy beliefs, motivation, and achievement in writing: A review of the literature. Reading & Writing Quarterly: Overcoming Learning Difficulties, 19, 139-158.
60. Persky, H. R., Daane, M. C, & Jin, Y. (2003). The nation's report card: Writing 2002. Washington, DC: U. S. Department of Education, Institute of Education Sciences, National Center for Education Statistics.
61. Prior, P. (2006). A sociocultural theory of writing. In C. A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (pp. 54-66). New York, NY: Guilford Press.
62. Pritchard, R. J., & Honeycutt, R. L. (2006). The process approach to writing instruction: Examining its effectiveness. In C. A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (pp. 275-290). New York, NY: Guilford Press.
63. Public Agenda. (2002, March). Where's the backlash? Students say they don't fret standardized tests. Education Week Reality Check 2002. Available from http:// www.publicagenda.org/specials/rcheck2002/reality5. htm
64. Reeves, D. (2000). Accountability in action. Denver, CO: Advanced Learning Press.
65. Sackett, D. L., Rosenberg, W. M., Gray, J. A., Haynes, R. B., & Richardson, W. S. (1996). Evidence-based medicine: What it is and what it isn't. British Medical Journal, 312, 71-72.
66. Sackett, D. L., Straus, S. E., Richardson, W. S., Rosenberg, W., & Haynes, R. B. (2000). Evidence-based medicine: How to practice and teach EBM (2nd ed.). London, UK: Churchill Livingstone.
67. Salahu-Din, D., Persky, H., & Miller, J. (2008). The nation's report card: Writing 2007. Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics.
68. Schunk, D. H., & Swartz, C. W. (1993). Goals and progress feedback: Effects on self-efficacy and writing achievement. Contemporary Educational Psychology, 18, 337-354.
69. Shanahan, T. (2009). Connecting reading and writing instruction for struggling learners. In G. A. Troia (Ed.), Instruction and assessment for struggling writers: Evidence-based practices (pp. 113-131). New York, NY: Guilford Press.
70. Smart, G. (2008). Writing and the social formation of economy. In. C. Bazerman (Ed.), Handbook of research on writing: History, society, school, individual, text (pp. 103-112). Mahwah, NJ: Lawrence Erlbaum Associates.
71. Smith, M. C. (2000). What will be the demands of literacy in the workplace in the next millennium? Reading Research Quarterly, 35, 378-379.
72. Sperling, M., & Freedman, S.W. (2001). Research on writing. In V. Richardson (Ed.), Handbook of research on teaching (4th ed., pp. 370-389). Washington, DC: American Educational Research Association.
73. Spillane, J. P. (1998). State policy and the non-monolithic nature of the local school district: Organizational and professional considerations. American Educational Research Journal, 35, 33-64.
74. Stecher, B. M., Barron, S. L., Chun, T., & Ross, K. (2000). The effects of the Washington state education reform on schools and classrooms (RAND Report DRU-2263). Santa Monica, CA: RAND Corporation.
75. Stecher, B. M., Hamilton, L. S., & Gonzalez, G. (2003). Working smarter to leave no child behind. Santa Monica, CA: RAND Corporation.
76. Taylor, G., Shepard, L., Kinner, R, & Rosenthal, J. (2002). A survey of teachers' perspectives on highstakes testing in Colorado: What gets taught, what gets lost (CSE Technical Report 588). Los Angeles, CA: University of California, National Center for Research on Evaluation, Standards, and Student Testing. (ERIC Document Reproduction Service No. ED475139)
77. Troia, G. A. (2006). Writing instruction for students with learning disabilities. In C. A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (pp. 324-336). New York, NY: Guilford Press.
78. Troia, G. A., Lin, S. C, Monroe, B. W., & Cohen, S. (2009). The effects of writing workshop instruction on the performance and motivation of good and poor writers. In G. A. Troia (Ed.), instruction and assessment for struggling writers: Evidence-based practices. New York, NY: Guilford Press.
79. Troia, G. A., & Maddox, M. E. (2004). Writing instruction in middle schools: Special and general education teachers share their views and voice their concerns. Exceptionality, 12, 19-37.
80. Troia, G. A., Olinghouse, N. G., Wilson, J., O'Shea, K. A., Mo, Y., Hawkins, L., & Kopke, R. A. (2013). The Common Core writing standards and state adop- tion: Are we moving in the right direction? Manuscript submitted for publication.
81. Troia, G. A., Shankland, R. K., & Wolters, K. A. (2012). Motivation research in writing: Theoretical and empirical considerations. Reading and Writing Quarterly, 28, 5-28.
82. Yates, J. (2005). Structuring the information age: Life insurance and technology and the twentieth century. Baltimore, MD: Hopkins University Press.
83. Zabala, D., Minnici, A., McMurrer, J., & Briggs, L. (2008). State high school exit exams: Movin g toward end-of-course exams. Washington, DC: Center on Educational Policy.