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Graham, Steve; Harris, Karen R.; Fishman, Evan; Houston, Julia; Wijekumar, Kausalai; Lei, Pui-Wa; Ray, Amber B. – Elementary School Journal, 2019
This study tested whether writing skills, knowledge, motivation, and strategic behaviors (within the context of robust writing instruction) each made a statistically unique contribution to predicting fifth-grade students' (123 girls, 104 boys) composition quality and length on a persuasive writing task involving source material, after variance due…
Descriptors: Writing Skills, Knowledge Level, Student Motivation, Student Behavior
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Graham, Steve; Harris, Karen R.; Kiuhara, Sharlene A.; Fishman, Evan J. – Elementary School Journal, 2017
Our study tested whether learning is shaped by fundamental cognitive and motivational forces in the academic domain of writing. We examined whether strategic writing behavior and motivation (attitudes toward writing and self-efficacy) made a statistically significant and unique contribution to the prediction of writing quality and number of words…
Descriptors: Writing Strategies, Student Motivation, Writing Achievement, Elementary School Students
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Graham, Steve; Hebert, Michael; Harris, Karen R. – Elementary School Journal, 2015
To determine whether formative writing assessments that are directly tied to everyday classroom teaching and learning enhance students' writing performance, we conducted a meta-analysis of true and quasi-experiments conducted with students in grades 1 to 8. We found that feedback to students about writing from adults, peers, self, and computers…
Descriptors: Formative Evaluation, Meta Analysis, Writing Tests, Quasiexperimental Design
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Graham, Steve; Harris, Karen R.; Santangelo, Tanya – Elementary School Journal, 2015
In order to meet writing objectives specified in the Common Core State Standards (CCSS), many teachers need to make significant changes in how writing is taught. While CCSS identified what students need to master, it did not provide guidance on how teachers are to meet these writing benchmarks. The current article presents research-supported…
Descriptors: Academic Standards, State Standards, Writing Instruction, Elementary Education
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Gillespie, Amy; Olinghouse, Natalie G.; Graham, Steve – Elementary School Journal, 2013
The purpose of this study was to determine what students know about the process of writing and the characteristics of stories, persuasive arguments, and informational reports. Participants were 50 grade 5 students. Students responded to questions about writing process and the three different types of writing, and showed a nuanced but relatively…
Descriptors: Elementary School Students, Grade 5, Story Grammar, Persuasive Discourse
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Harris, Karen R.; Lane, Kathleen Lynne; Driscoll, Steven A.; Graham, Steve; Wilson, Kristen; Sandmel, Karin; Brindle, Mary; Schatschneider, Chris – Elementary School Journal, 2012
This study took place in the context of schools collaborating with a local university to implement an evidence-based, 3-tiered model of prevention and supports targeting academic, behavioral, and social goals. We examined whether Self-Regulated Strategy Development (SRSD) instruction, delivered by grade 2 and 3 general education teachers to all…
Descriptors: Evidence, Outcome Measures, Behavior Disorders, Grade 2
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Gilbert, Jennifer; Graham, Steve – Elementary School Journal, 2010
A random sample of elementary teachers in grades 4-6 from across the United States were surveyed about their writing practices. Their responses raised concerns about the quality of writing instruction in upper-elementary grades. Almost two-thirds of the teachers reported that the teacher education courses they took in college provided them with…
Descriptors: Education Courses, Writing Instruction, Teaching Methods, Elementary School Teachers
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Graham, Steve – Elementary School Journal, 1983
Provides a variety of general guidelines for developing an effective spelling program. Argues that at a minimum, teachers should ensure that spelling instruction for a particular student is comprehensive, individualized, and based on a foundation of research evidence. (RH)
Descriptors: Basic Skills, Elementary Education, Elementary School Students, Guidelines
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Graham, Steve; Harris, Karen R. – Elementary School Journal, 1993
Teachers using the self-regulated strategy development approach instruct students in task-specific strategies along with more general strategies for regulating the students' strategy use and the learning process. Examines the components, stages, and characteristics of such an approach, along with its effectiveness in helping students with learning…
Descriptors: Educational Research, Elementary Secondary Education, High Risk Students, Learning Problems