References
- Chamberlain, M., & Ministry of Education. (2013). PIRLS 2010/11 in New Zealand: An overview of findings from the third cycle of the Progress in International Reading Literacy Study. Wellington: Ministry of Education.
- Festas, I., Oliveira, A. L., Rebelo, J. A., Damião, M. H., Harris, K., & Graham, S. (2015). Professional development in self-regulated strategy development: Effects on the writing performance of eighth grade Portuguese students. Contemporary Educational Psychology, 40, 17–27. https://doi.org/https://doi.org/10.1016/j.cedpsych.2014.05.004
- Finlayson, K., & McCrudden, M. T. (2019). Teacher-implemented self-regulated strategy development for story writing with six-year-olds in a whole-class setting in New Zealand. Journal of Research in Childhood Education, 33(2), 307–322. https://doi.org/https://doi.org/10.1080/02568543.2019.1568328
- Graham, S., Daley, S., Aitken, A., Harris, K. R., & Robinson, K. (2018). Do writing motivational beliefs predict middle school students’ writing performance? Journal of Research in Reading, 41(4), 642–656. https://doi.org/https://doi.org/10.1111/1467-9817.12245
- Graham, S., Harris, K. R., & MacArthur, C. (2006). Explicitly teaching struggling writers: Strategies for mastering the writing process. Intervention in School and Clinic, 41(5), 290–294. https://doi.org/https://doi.org/10.1177/10534512060410050601
- Graham, S., Harris, K. R., & Mason, L. (2005). Improving the writing performance, knowledge, and self-efficacy of struggling young writers: The effects of self-regulated strategy development. Contemporary Educational Psychology, 30(2), 207–241. https://doi.org/https://doi.org/10.1016/j.cedpsych.2004.08.001
- Graham, S., & Harris, K. R. (2018). An examination of the design principles underlying a self-regulated strategy development study based on the writers in community model. Journal of Writing Research, 10(2), 139–187. https://doi.org/https://doi.org/10.17239/jowr-2018.10.02.02
- Graham, S., & Harris, K. (2003). Students with learning disabilities and the process of writing: A meta-analysis of SRSD studies. In H. Swanson, K. Harris, & S. Graham (Eds.), Handbook of learning disabilities (pp. 323–344). The Guilford Press.
- Graham, S., Hebert, M., & Harris, K. R. (2015). Formative assessment and writing: A meta-analysis. The Elementary School Journal, 115(4), 523–547. https://doi.org/https://doi.org/10.1086/681947
- Graham, S., McKeown, D., Kiuhara, S., & Harris, K. R. (2012). A meta-analysis of writing instruction for students in the elementary grades. Journal of Educational Psychology, 104(4), 879–896. https://doi.org/https://doi.org/10.1037/a0029185
- Graham, S., Schwartz, S. S., & MacArthur, C. A. (1993). 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(4), 237–249. https://doi.org/https://doi.org/10.1177/002221949302600404
- Graham, S., Wijekumar, K., Harris, K. R., Lei, P., Fishman, E., Ray, A., & Houston, J. (2019). Writing skills, knowledge, motivation, and strategic behavior predict students’ persuasive writing performance in the context of robust writing instruction. The Elementary School Journal, 119(3), 487–510. https://doi.org/https://doi.org/10.1086/701720
- Graham, S. (2019). Changing how writing is taught. Review of Research in Education, 43(1), 277–303. https://doi.org/https://doi.org/10.3102/0091732X18821125
- Harris, K., Lane, K., Driscoll, S., Graham, S., Wilson, K., Sandmel, K., et al. (2012). Tier 1, teacher-implemented self-regulated strategy development for students with and without behavioral challenges: A randomized control trial. Elementary School Journal, 113, 160–191. https://doi.org/http://dx.doi.org/10.1086/667403
- Harris, K. R., Graham, S., Mason, L. H., & Friedlander, B. (2008). Powerful writing strategies for all students. Paul H. Brookes Publishing.
- Harris, K. R., Graham, S., & Mason, L. (2002). POW plus TREE equals powerful opinion essays. Teaching Exceptional Children, 34(4), 70–73. https://doi.org/https://doi.org/10.1177/004005990203400513
- Harris, K. R., Graham, S., & Mason, L. (2006). 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(2), 295. https://doi.org/https://doi.org/10.3102/00028312043002295
- Harris, K., Graham, S., & Adkins, M. (2015). Practice-based professional development and self-regulated strategy development for tier 2, at risk writers in second grade. Contemporary Educational Psychology, 40, 5–16. https://doi.org/https://doi.org/10.1016/j.cedpsych.2014.02.003
- Harris, K., & Graham, S. (1996). Making the writing process work: Strategies for composition and self-regulation. Brookline Books.
- Harris, K. R., Ray, A., Graham, S., & Houston, J. (2019). Answering the challenge: SRSD instruction for close reading of text to write to persuade with 4th and 5th grade students experiencing writing difficulties. Reading and Writing: An Interdisciplinary Journal. Review of Research in Education, 32, 1459–1482.
- Helsel, L., & Greenberg, D. (2007). Helping struggling writers succeed: A self-regulated strategy instruction programme. The Reading Teacher, 60(8), 752–760. https://doi.org/https://doi.org/10.1598/RT.60.8.5
- Koster, M., Bouwer, R., & Van den Bergh, H. (2017). Professional development of teachers in the implementation of a strategy-focused writing intervention program for elementary students. Contemporary Educational Psychology, 49, 1–20. https://doi.org/https://doi.org/10.1016/j.cedpsych.2016.10.002
- Koster, M., Tribushinina, E., De Jong, P. F., & Van den Bergh, B. (2015). Teaching children to write: A meta-analysis of writing intervention research. Journal of Writing Research, 7(2), 249–274. https://doi.org/https://doi.org/10.17239/jowr-2015.07.02.2
- Little, M. A., Lane, K. L., Harris, K. R., Graham, S., Story, M., & Sandmel, K. (2010). Self-regulated strategies development for persuasive writing in tandem with schoolwide positive behavioural support: Effects for second-grade students with behavioural and writing difficulties. Behavioural Issues, 35(2), 157–179. https://www.jstor.org/stable/43153814
- Mason, L., Harris, K. R., & Graham, S. (2011). Self-regulated strategy development for students with writing difficulties. Theory Into Practice, 50(1), 20–27. https://doi.org/https://doi.org/10.1080/00405841.2011.534922
- Ministry of Education, N. Z. (2017). PB4L – Positive Behaviour for Learning. Retrieved 22 May 2018, from https://www.education.govt.nz/school/student-support/special-education/pb4l/#sh-positive%20behavior%20support
- Ng, C., & Graham, S. (2018). Improving literacy engagement: Enablers, challenges, and catering for students from disadvantaged backgrounds. Journal of Research on Reading, 41(4), 615–624. https://doi.org/https://doi.org/10.1111/1467-9817.12252
- Olinghouse, N. G., Graham, S., & Gillespie, A. (2015). The relationship of discourse and topic knowledge to fifth graders’ writing performance. Journal of Educational Psychology, 107(2), 391–406. https://doi.org/https://doi.org/10.1037/a0037549
- Parr, J. M., & Jesson, R. (2016). Mapping the landscape of writing instruction in New Zealand primary school classrooms. Reading & Writing: An Interdisciplinary Journal, 29(5), 981–1011. https://doi.org/https://doi.org/10.1007/s11145-015-9589-5
- Saddler, B., & Graham, S. (2007). The relationship between writing knowledge and writing performance among more and less skilled writers. Reading and Writing Quarterly, 23(3), 231–247. https://doi.org/https://doi.org/10.1080/10573560701277575
- Santangelo, T., Harris, K. R., & Graham, S. (2008). Using self-regulated strategy development to support students who have “trubol giting thangs into werds.” Remedial and Special Education, 29(2), 78–89. https://doi.org/https://doi.org/10.1177/0741932507311636
- Sexton, M., Harris, K. R., & Graham, S. (1998). Self-regulated strategy development and the writing process: Effects on essay writing and attributions. Exceptional Children, 64(3), 295–311.
- Troia, G. (2014). Evidence-based practices for writing instruction (Document No. IC-5). http://ceedar.education.ufl.edu/tools/innovation-configuration/ Retrieved from University of Florida, Collaboration for Effective Educator, Development, Accountability, and Reform Center website:
- Wijekumar, K., Graham, S., Harris, K. R., Lei, P., Barkel, A., Aitken, A., Ray, A., & Houston, J. (2019). The roles of writing knowledge, motivation, strategic behaviors, and skills in predicting elementary students’ persuasive writing from source material. Reading & Writing: An Interdisciplinary Journal, 32(6), 1431–1457. https://doi.org/https://doi.org/10.1007/s11145-018-9836-7
- Zumbrunn, S., & Bruning, R. (2013). Improving the writing and knowledge of emergent writers: The effects of self-regulated strategy development. Reading and Writing, 26(1), 91–110. https://doi.org/https://doi.org/10.1007/s11145-012-9384-5
- Zumbrunn, S., Marrs, S., & Mewborn, C. (2016). Toward a better understanding of student perceptions of writing feedback: A mixed methods study. Reading and Writing, 29(2), 349–370. https://doi.org/https://doi.org/10.1007/s11145-015-9599-3