The Resilience of Students and Teachers Using a Virtual Writing Intervention during COVID-19

References

• Asaro-Saddler, K., & Bak, N. (2012). Teaching children with high-functioning autism spectrum disorders to write persuasive essays. Topics in Language Disorders, 32(4), 361–378. https://doi.org/10.1097/TLD.0b013e318271813f
   Web of Science ®Google Scholar
• Aud, S., Hussar, W., Johnson, F., Kena, G., Roth, E., Manning, E., & Zhang, J. (2012). The condition of education 2012 (NCES 2012-045). National Center for Education Statistics, U.S. Department of Education. http://nces.ed.gov/pubsearch
   Google Scholar
• Boykin, A., Evmenova, A. S., Regan, K., & Mastropieri, M. (2019). The impact of a computer-based graphic organizer with embedded self-regulated learning strategies on the argumentative writing of students in inclusive cross-curricula settings. Computers & Education, 137, 78–90. https://doi.org/10.1016/j.compedu.2019.03.008
   Web of Science ®Google Scholar
• Catalano, A. J., Torff, B., & Anderson, K. S. (2021). Transitioning to online learning during the COVID-19 pandemic: Differences in access and participation among students in disadvantaged school districts. The International Journal of Information and Learning Technology, 38(2), 258–270. https://doi.org/10.1108/IJILT-06-2020-0111
   Web of Science ®Google Scholar
• Chamberlain, L., Lacina, J., Bintz, W. P., Jimerson, J. B., Payne, K., & Zingale, R. (2020). Literacy in lockdown: Learning and teaching during COVID‐19 school closures. The Reading Teacher, 74(3), 243–253. https://doi.org/10.1002/trtr.1961
   PubMed Web of Science ®Google Scholar
• Ciullo, S., & Reutebuch, C. (2013). Computer-based graphic organizers for students with LD: A systematic review of literature. Learning Disabilities Research & Practice, 28(4), 196–210. https://doi.org/10.1111/ldrp.12017
   Web of Science ®Google Scholar
• Connor, C. M., Goldman, S. R., & Fishman, B. (2014). Technologies that support students’ literacy development. In J. Spector, M. Merrill, J. Elen, & M. Bishop (Eds.), Handbook of research on educational communications and technology (pp. 591–604). Springer. https://doi.org/10.1007/978-1-4614-3185-5_47
   Google Scholar
• Day, J., & Verbiest, C. (2021). Lights, camera, action? The choice of utilizing web cameras during synchronous learning in teacher education. The Teachers’ Educators Journal, 14, 3–21. https://static1.squarespace.com/static/5b2fca94f7939217ed700824/t/605b2856fd60ef5ba1f31394/1616586845069/TTEJ_Spring_2021_SpecialIssue.pdf
   Google Scholar
• Deshler, D., East, B., Rose, D., & Greer, D. (2012). An open letter from Don Deshler, Bill East, David Rose (Principal Investigators) and Diana Greer (Project Director). The Center on Online Learning and Students with Disabilities. http://centerononlinelearning.org/an-open-letter-from-don-deshler-bill-east-and-david-rose-principal-investigators-diana-greerproject-director/
   Google Scholar
• Dunn, K., Airola, D. T., Lo, W.-J., & Garrison, M. (2013). Becoming data driven: The influence of teachers’ sense of efficacy on concerns related to data-driven decision making. The Journal of Experimental Education, 81(2), 222–241. https://doi.org/10.1080/00220973.2012.699899
   Web of Science ®Google Scholar
• Englert, C. S., Zhao, Y., Dunsmore, K., Collings, N. Y., & Wolbers, K. (2007). Scaffolding the writing of students with disabilities through procedural facilitation: Using an Internet-based technology to improve performance. Learning Disability Quarterly, 30(1), 9–29. https://doi.org/10.2307/30035513
   Web of Science ®Google Scholar
• Evmenova, A. S., & Regan, K. (2019). Supporting the writing process with technology for students with disabilities. Intervention in School and Clinic, 55(2), 78–85. https://doi.org/10.1177/1053451219837636
   Web of Science ®Google Scholar
• Evmenova, A. S., Regan, K., Ahn, S., & Good, K. (2020). Teacher implementation of a technology-based intervention for writing. Learning Disabilities: A Contemporary Journal, 18(1), 27–39. https://www.ldw-ldcj.org/
   Google Scholar
• Evmenova, A. S., Regan, K., Boykin, A., Good, K., Hughes, M. D., MacVittie, N. P., Sacco, D., Ahn, S. Y., & Chirinos, D. S. (2016). Emphasizing planning for essay writing with a computer-based graphic organizer. Exceptional Children, 82(2), 170–191. https://doi.org/10.1177/0014402915591697
   Web of Science ®Google Scholar
• Evmenova, A. S., Regan, K., & Hutchison, A. (2020). AT for writing: Technology-based graphic organizers with embedded supports. TEACHING Exceptional Children, 52(4), 266–269. https://doi.org/10.1177/0040059920907571
   Web of Science ®Google Scholar
• Forman, S. G., & Crystal, C. D. (2015). Systems consultation for multi-tiered systems of support (MTSS): Implementation issues. Journal of Educational and Psychological Consultation, 25(2–3), 276–285. https://doi.org/10.1080/10474412.2014.963226
   Web of Science ®Google Scholar
• Gillespie, A., & Graham, S. (2014). A meta-analysis of writing interventions for students with learning disabilities. Exceptional Children, 80(4), 454–473. https://doi.org/10.1177/0014402914527238
   Web of Science ®Google Scholar
• Graham, S. (2019). Changing how writing is taught. Review of Research in Education, 43(1), 277–303. https://doi.org/10.3102/0091732X18821125
   Web of Science ®Google Scholar
• Graham, S., Capizzi, A., Harris, K. R., Hebert, M., & Morphy, P. (2014). Teaching writing to middle school students: A national survey. Reading and Writing, 27(6), 1015–1042. https://doi.org/10.1007/s11145-013-9495-7
   Web of Science ®Google Scholar
• Graham, S., & Harris, K. (2011). Writing. In R. Allington & A. McGill-Franzen (Eds.), Handbook of reading disabilities research (pp. 232–241). Erlbaum.
   Google Scholar
• Graham, S., & Harris, K. R. (2005). Improving the writing performance of young struggling writers: Theoretical and programmatic research from the Center on Accelerating Student Learning. The Journal of Special Education, 39(1), 19–33. https://doi.org/10.1177/00224669050390010301
   Web of Science ®Google Scholar
• Graham, S., Harris, K. R., MacArthur, C. A., & Fink, B. (2002). Primary grade teachers’ theoretical orientations concerning writing instruction: Construct validation and a nationwide survey. Contemporary Educational Psychology, 27(2), 147–166. https://doi.org/10.1037/0022-0663.95.2.279
   Web of Science ®Google Scholar
• Graham, S., Harris, K. R., & Santangelo, T. (2015). Research-based writing practices and the common core: Meta-analysis and meta-synthesis. The Elementary School Journal, 115(4), 498–522. https://doi.org/10.1086/681964
   Web of Science ®Google Scholar
• 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/10.1037/a0029185
   Web of Science ®Google Scholar
• Hartshorn, K. J., & McMurry, B. L. (2020). The effects of the COVID-19 pandemic on ESL learners and TESOL practitioners in the United States. International Journal of TESOL Studies, 2(2), 140–156. https://doi.org/10.46451/ijts.2020.09.11
   Google Scholar
• Henley, M., Ramsey, R. S., & Algozzine, R. (2009). Characteristics of and strategies for teaching students with mild disabilities. Pearson.
   Google Scholar
• Hutchison, A. C., Woodward, L., & Colwell, J. (2016). What are preadolescent readers doing online? An examination of upper elementary students’ reading, writing, and communication in digital spaces. Reading Research Quarterly, 51(4), 435–454. https://doi.org/10.1002/rrq.146
   Web of Science ®Google Scholar
• Jozwik, S., & Cuenca-Carlino, Y. (2020). Promoting self-advocacy through persuasive writing for English learners with learning disabilities. Rural Special Education Quarterly, 39(2), 82–90. https://doi.org/10.1177/8756870519892883
   Web of Science ®Google Scholar
• Kuhfeld, M., Soland, J., Tarasawa, B., Johnson, A., Ruzek, E., & Liu, J. (2020). Projecting the potential impact of COVID-19 school closures on academic achievement. Educational Researcher, 49(8), 549–565. https://doi.org/10.3102/0013189X20965918
   Web of Science ®Google Scholar
• Little, C. W., Clark, J. C., Tani, N. E., & Connor, C. M. (2018). Improving writing skills through technology‐based instruction: A meta‐analysis. Review of Education, 6(2), 183–201. https://doi.org/10.1002/rev3.3114
   Web of Science ®Google Scholar
• MacArthur, C. (2009). Using technology to teach composing to struggling writers. In G. A. Troia (Ed.), Instruction and assessment for struggling writers: Evidence based practices (pp.243–265). Guilford.
   Google Scholar
• Martin, F., Dennen, V. P., & Bonk, C. J. (2020). A synthesis of systematic review research on emerging learning environments and technologies. Educational Technology Research and Development, 68(4), 1613–1633. https://doi.org/10.1007/s11423-020-09812-2
   Google Scholar
• Mastropieri, M. A., & Scruggs, T. E. (2014). Intensive instruction to improve writing for students with emotional and behavioral disorders. Behavioral Disorders, 40(1), 78–83. https://doi.org/10.17988/0198–7429-40.1.78
   Web of Science ®Google Scholar
• Merga, M. K., Malpique, A., Mat Roni, S., Valcan, D., & Ledger, S. (2021). Teachers’ perceptions of the impact of COVID-19 on writing instruction in Australia. Issues in Educational Research, 31(4), 1138–1155. http://iier.org.au/iier31/merga.pdf
   Web of Science ®Google Scholar
• National Center for Education Statistics. (2011). The Nation’s report card: Writing 2011 (NCES 2012-457). Institute of Education Sciences, U.S. Department of Education.
   Google Scholar
• National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common Core State Standards for English language arts and literacy in history/social studies, science, and technical subjects.
   Google Scholar
• Park, Y., Ambrose, G., Coleman, M. B., & Moore, T. C. (2017). The effects of teacher directed writing instruction combined with SOLO literacy suite. Journal of Computer Assisted Learning, 33(1), 20–34. https://doi.org/10.1111/jcal.12163
   Web of Science ®Google Scholar
• Porter, S., Greene, K., & Esposito, K. (2021). Access and inclusion of students with disabilities in virtual learning environments: Implications for post-pandemic teaching. International Journal of Multicultural Education, 23(3), 43–61. https://doi.org/10.18251/ijme.v23i3.3011
   Web of Science ®Google Scholar
• Ray, A., Graham, S., & Liu, X. (2019). Effects of SRSD college entrance essay exam instruction for high school students with disabilities or at-risk for writing difficulties. Reading and Writing, 32(6), 1507–1529. https://doi.org/10.1007/s11145-018-9900-3
   Web of Science ®Google Scholar
• Regan, K., Evmenova, A. S., Good, K., Legget, A., Ahn, S. Y., Gafurov, B., & Mastropieri, M. (2019). Persuasive writing with mobile-based graphic organizers in inclusive classrooms across the curriculum. Journal of Special Education Technology, 33(1), 3–14. https://doi.org/10.1177/0162643417727292
   Web of Science ®Google Scholar
• Reimers, F., Schleicher, A., Saavedra, J., & Tuominen, S. (2020). Supporting the continuation of teaching and learning during the COVID-19 pandemic. Organisation for Economic Co-operation and Development. https://globaled.gse.harvard.edu/files/geii/files/supporting-the-continuation-of-teaching-and-learning-during-the-covid-19-pandemic.pdf
   Google Scholar
• Saldaña, J. (2016). The coding manual for qualitative researchers. Sage.
   Google Scholar
• Sarkar, S. (2012). The role of information and communication technology (ICT) in higher education for the 21st century. The Science Probe, 1(1), 30–41. https://www.academia.edu/31654762/The_Role_of_Information_and_Communication_Technology_ICT_in_Higher_Education_for_the_21st_Century
   Google Scholar
• Skovhalt, T. M., & Trotter-Mathison, M. (2016). The resilient practitioner: Burnout and compassion fatigue prevention and self-care strategies for the helping professions (3rd ed.). Routledge.
   Google Scholar
• Uno-Skar, G. B., Graham, S., & Huebner, A. (2021). Learning loss during the COVID-19 pandemic and the impact of emergency remote instruction on first grade students’ writing: A natural experiment. Journal of Educational Psychology. Advance online publication. pp. 1–14, https://doi.org/10.1037/edu0000701
   Google Scholar
• U.S. Census. (2021). Nearly 93% of households with school-age children report some form of distance learning during COVID-19. Census.gov. https://www.census.gov/library/stories/2020/08/schooling-during-the-covid-19-pandemic.html
   Google Scholar
• Vasquez, E., & Straub, C. (2012). Online instruction for K–12 special education: A review of the empirical literature. Journal of Special Education Technology, 27(3), 31–40. https://doi.org/10.1177/016264341202700303
   Google Scholar
• Warren, S. J., Dondlinger, M. J., & Barab, S. A. (2008). A MUVE towards PBL writing: Effects of a digital learning environment designed to improve elementary student writing. Journal of Research on Technology in Education, 41(1), 113–140. https://doi.org/10.1080/15391523.2008.10782525
   Google Scholar
• Wilson, J. (2017). Associated effects of automated essay evaluation software on growth in writing quality for students with and without disabilities. Reading and Writing, 30(4), 691–718. https://doi.org/10.1007/s11145-016-9695-z
   Web of Science ®Google Scholar