Allen, L., Likens, A., and McNamara, D. (2018). Writing flexibility in argumentative essays: a multidimensional analysis. Reading and Writing. 32. 10.1007/s11145-018-9921-y.
Chen, V., Olson, C. B., & Chung, H. Q. (2020). Understanding Proficiency: Analyzing the Characteristics of Secondary Students’ On-Demand Analytical Essay Writing. The Journal of Writing Assessment, 13(1).
Collins, P., Tate, T., Warschauer, M. (2019). Technology as a lever for adolescent writing, Policy Insights from the Behavioral and Brain Sciences, (1)8. DOI: 10.1177/2372732219836440
Graham, S., Bruch, J., Fitzgerald, J., Friedrich, L., Furgeson, J., Greene, K., Kim, J., Lyskawa, J., Olson, C.B., & Smither Wulsin, C. (2016). Teaching secondary students to write effectively (NCEE2017-4002). Washington, DC: National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education. Retrieved from the NCEE website: http://whatworks.ed.gov.
Graham, S. & Hebert, M. "Writing to read: A meta-analysis of the impact of writing and writing instruction on reading." Harvard Educational Review 81.4 (2011): 710-744.
Graham, S., Hebert, M., Fishman, E., Ray, A. B., & Rouse, A. G. (2020). Do Children With Specific Language Impairment Have a Learning Disability in Writing? A Meta-Analysis. Journal of Learning Disabilities, 1–19. DOI: 10.1177/0022219420917338.
Lin, T. J., Nagpal, M., VanDerHeide, J., Ha, S. Y., & Newell, G. (2020). Instructional patterns for the teaching and learning of argumentative writing in high school English language arts classrooms. READING AND WRITING.
Matuchniak, T., Olson, C. B., & Scarcella, R. (2014). Examining the text-based, on-demand, analytical writing of mainstreamed Latino English learners in a randomized field trial of the Pathway Project intervention. Reading and Writing, 27(6), 973-994.
Olson, C. B., & Land, R. (2007). A cognitive strategies approach to reading and writing instruction for English language learners in secondary school. Research in the Teaching of English, 269-303.
Olson, C. B., Matuchniak, T., Chung, H. Q., Stumpf, R., & Farkas, G. (2017). Reducing achievement gaps in academic writing for Latinos and English learners in Grades 7–12. Journal of Educational Psychology, 109(1), 1.
Tate, T. & Warschauer, M. (2018). Going Beyond “That Was Fun”: Measuring Writing Motivation, Journal of Writing Analytics, 2, 257-279.
- The authors examine the relations between linguistic flexibility, reading comprehension ability, and feedback in the context of an automated writing evaluation system. Findings provide evidence that skilled writers demonstrate linguistic flexibility across the argumentative essays they wrote. However, analysis also shows that lower-level feedback has little to no impact on students' essays. These results give insights into the role of flexibility in argumentative writing skill.
Chen, V., Olson, C. B., & Chung, H. Q. (2020). Understanding Proficiency: Analyzing the Characteristics of Secondary Students’ On-Demand Analytical Essay Writing. The Journal of Writing Assessment, 13(1).
- This study investigated the different characteristics of not-pass, adequate-pass, and strong-pass text-based, analytical essays written by middle and high school students.. Results revealed the use of relevant summary was an important difference between not-pass and adequate-pass essays where significantly more adequate-pass essays used summary in a purposeful rather than general way.
Collins, P., Tate, T., Warschauer, M. (2019). Technology as a lever for adolescent writing, Policy Insights from the Behavioral and Brain Sciences, (1)8. DOI: 10.1177/2372732219836440
- Most U.S. adolescents are failing to develop the writing skills critical for college and career readiness.
- Digital tools can play an important role in improving adolescents’ writing achievement when the focus of technology use is on writing instruction.
- Providing easy-to-use technology and technical support to teachers facilitates their integrating digital tools to support curricular goals.
- Professional development for teachers should focus on how to leverage digital tools to deliver evidence-based writing instruction.
- Systematic and explicit instruction can help improve adolescent writing through scientifically based strategies for writing and the writing process, as well as how to make effective use of digital tools as part of the writing process.
Graham, S., Bruch, J., Fitzgerald, J., Friedrich, L., Furgeson, J., Greene, K., Kim, J., Lyskawa, J., Olson, C.B., & Smither Wulsin, C. (2016). Teaching secondary students to write effectively (NCEE2017-4002). Washington, DC: National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education. Retrieved from the NCEE website: http://whatworks.ed.gov.
- This report offers three evidence-based recommendations for teaching 6-12th grade students to write effectively, with copious examples and useful tools for educators to implement in their classrooms.
Graham, S. & Hebert, M. "Writing to read: A meta-analysis of the impact of writing and writing instruction on reading." Harvard Educational Review 81.4 (2011): 710-744.
- Reading is critical to students' success in and out of school. One potential means for improving students' reading is writing. In this meta-analysis of true and quasi-experiments, Graham and Herbert present evidence that writing about material read improves students' comprehension of it; that teaching students how to write improves their reading comprehension, reading fluency, and word reading; and that increasing how much students write enhances their reading comprehension. These findings provide empirical support for long-standing beliefs about the power of writing to facilitate reading.
Graham, S., Hebert, M., Fishman, E., Ray, A. B., & Rouse, A. G. (2020). Do Children With Specific Language Impairment Have a Learning Disability in Writing? A Meta-Analysis. Journal of Learning Disabilities, 1–19. DOI: 10.1177/0022219420917338.
- This meta-analysis examines whether children classified with specific language impairment (SLI) experience difficulties with writing. The study concluded that children with SLI experience difficulties in comparison in typically developing peers matched on age.
Lin, T. J., Nagpal, M., VanDerHeide, J., Ha, S. Y., & Newell, G. (2020). Instructional patterns for the teaching and learning of argumentative writing in high school English language arts classrooms. READING AND WRITING.
- This exploratory study identifed instructional
patterns for the teaching and learning of argumentative writing by observing 187
English language arts class sessions taught by 31 highly regarded high school English language arts teachers (529 students; 40% of the students were males).
Matuchniak, T., Olson, C. B., & Scarcella, R. (2014). Examining the text-based, on-demand, analytical writing of mainstreamed Latino English learners in a randomized field trial of the Pathway Project intervention. Reading and Writing, 27(6), 973-994.
- This study examines how the Pathway Project intervention impacted English Learners’ abilities to analyze literature, use academic words, and include commentary in their essays, finding significant effects of the intervention.
Olson, C. B., & Land, R. (2007). A cognitive strategies approach to reading and writing instruction for English language learners in secondary school. Research in the Teaching of English, 269-303.
- The study examines the effects of a cognitive strategies approach to improving secondary reading and writing. Teachers and students were exposed to an extensive set of cognitive strategies and a wide array of curricular approaches to use in a manner designed to cultivate deep knowledge and application of those strategies in reading and writing over an extended period of time consistency of positive outcomes on multiple measures strongly points to the efficacy of using this approach.
Olson, C. B., Matuchniak, T., Chung, H. Q., Stumpf, R., & Farkas, G. (2017). Reducing achievement gaps in academic writing for Latinos and English learners in Grades 7–12. Journal of Educational Psychology, 109(1), 1.
- This study reports 2 years of findings from a randomized controlled trial designed to replicate and demonstrate the efficacy of an existing, successful professional development program, the Pathway Project, that uses a cognitive strategies approach to text-based analytical writing.
Tate, T. & Warschauer, M. (2018). Going Beyond “That Was Fun”: Measuring Writing Motivation, Journal of Writing Analytics, 2, 257-279.
- One of the most important malleable factors involved in improving student writing is motivation, particularly for secondary school students. This research note systematically examines the measures of writing motivation for students in grades 4–12 used by researchers over the last ten years and summarizes their psychometric and measurement properties to the extent provided in the underlying literature. This collection of measures and their properties and features is designed to make researchers more aware of the various options and to point out the need for additional measures.
