The Hitchhiker's Guide To Writing Research: A Festschrift For Steve Graham

Preface
Personal Reflections
Clarence Ng
A. Angelique Aitken & Ashley Barkel
Jill Fitzgerald
Research That Impacts Classroom Practice
Distinguished Scholarship
Leadership and Impact on Policy
Service to the Field
Last Thoughts
Gillespie Rouse
Kausalai Wijekumar
Michel Fayol
Bruce Saddler
Linda H. Mason
Do You Have a Car?
Sharlene Kiuhara
“An Iced Tea with Extra Lemons on the Side” Retrospective
Naomi Weintraub
Amber B. Ray
We Met in A Bar
Debra McKeown
Alyson A. Collins
Working Hard or Hardly Working?: Reflections on Our Research Collaborations with Steve Graham
Stephen Ciullo
From Both of Us
Gary A. Troia
Tien Ping Hsiang
A Fantastic Journey of Studying Writing Instruction from a Cross-Cultural Perspective
Charles “Skip” MacArthur
Signs of Steve
Rui A. Alves
Seeing the Whole Writing Research Galaxy from Steve’s Shoulders
Xinghua Liu
To the Lighthouse
Michael Hebert
The Emperor and the Bad Penny (and Other Fables)
The Professor and the Lemonade
Stevemo and the Crayons
The Emperor and the Bad Penny
One Big Lesson
Contents
Contributors
Part I: Prologue
Honoring Steve Graham: Personal Reflections on an Outstanding Scholar, Colleague, and Partner
1 How It All Began
2 Where We Are Now
3 Reflections from Our Final Doctoral Student: April Camping
References
Part II: Writing Theories and Models
Modeling the Impact of Emotions on Descriptive Writing
1 A Framework for Descriptive Writing
2 What Descriptive Processes Are Influenced by Emotion?
2.1 The Initial Observation
2.2 During the Translation Process
2.3 Storing the Description in Long-Term Memory
3 How Emotions Can Influence Translation During Description
4 The Event to Be Described
5 A Simulation Model for Composing Descriptions
6 What the Program Does
7 Discussion
7.1 Why Bother with a Computer Simulation?
References
Promoting Writing and Writing Engagement Through Self-Regulation, Motivation, Effective Instruction and Perezhivanie
1 Introduction
2 Writing Engagement
3 Enabling Writing and Writing Engagement
3.1 Self-Regulation
3.2 Writing Motivation
3.3 Reading and Writing Connections
3.4 Effective Writing Instruction
4 The Writer(s)-Within-Community Model
5 Perezhivanie and Writing
6 Case 1: Written Reflections Following the Forest Excursion
7 Case 2: Emotionally Charged Writing
8 Writing About Perezhivanie and Writing as Perezhivanie
9 Conclusion
Appendix 1: Examples of Pre- and Post-program Writings
Paul’s Emotionally Charged Writing
Pre-program Writing
Post-program Writing
Peta’s Emotionally Charged Writing
Pre-program Writing
Post-program Writing
Peter’s Emotionally Charged Writing
Pre-program Writing
Post-program Writing
Joana’s Emotionally Charged Writings
Pre-program Writing
Post-program Writing
References
More Motivating than Cherry Pie? The Writer(s) Within Community Model of Writing Through a Motivation Theory Lens
1 Components of the Writer(s) Within Community Model of Writing
1.1 Writing Community
1.2 Writer(s)
2 Motivation & Writer(s) Within Community Model of Writing
3 Social Cognitive Theory
4 Enactive and Vicarious Learning
5 Motivational Constructs
5.1 Social Comparison
5.2 Values
5.3 Goals and Goal Setting
5.4 Self-Efficacy and Collective Efficacy
Collective Efficacy
6 Other Motivational Theories and Writer(s) Within Community
6.1 Self-Determination Theory
6.2 Self-Regulation Theory
6.3 Maslow’s Hierarchy of Needs
7 Conclusion
References
Part III: Writing Instructions at School Levels
Academic Vocabulary in First-Grade Children’s Compositions: An Exploration
1 Introduction and Rationale
1.1 Why Does Academic Vocabulary Matter and Does It Really Matter for First-Grade Children?
1.2 Why Explore Academic Vocabulary in Compositions?
1.3 Theoretically, What Does Word Use in Compositions Imply About a Student’s Mental Word Store?
Implications of the Lexical Quality Hypothesis for Academic Words
1.4 But What About the First-Grade Situation?
1.5 What Is Needed Now?
2 Research Questions and Design
3 Method
3.1 Participants, Schools, and Teachers
3.2 The District’s Literacy Curriculum
3.3 The Composition Task and Transcription
3.4 Automated Identification of Academic Words
3.5 Variables
Types and Tokens
Number of Academic Words
Phonological, Orthographic, and Semantic Characteristics of Words in Compositions
Phonological Uniqueness
Orthographic Uniqueness
Semantic Challenge
Semantic Concreteness
Additional Variables for Participant Descriptions
3.6 Analyses
4 Results
4.1 Preliminary Analysis of Data Structure
4.2 Research Question 1: To What Extent Did the Children Incorporate Academic Vocabulary?
4.3 Research Question 2: Selected Word Characteristics in Compositions Were Related to N of Academic Words in Composition
4.4 Further Exploration
5 Conclusions, Limitations, and Discussion
5.1 Conclusions
5.2 Limitations
5.3 Discussion
Children’s Use of Academic Words in Compositions
When Students Used More Academic Words in Compositions, the Compositions Reflected Increased Word Phonological Uniqueness and Semantic Challenge
Future Research
References
Examining the Impact of an Integrated STEM and Writing-to-Learn Unit on Third Graders’ Writing Knowledge and Writing Performance
1 Writing-to-Learn Research and Theory
2 Our Work on Writing-to-Learn
2.1 The Larger Study
2.2 The Current Study
Research Questions and Hypotheses
Procedures in Intervention
Measures
Data Analysis
3 Results
3.1 Research Question 1
Writing Knowledge Question 1: What Do Good Writers Do When They Write?
Writing Knowledge Question 2: What Do Good Writers Do When They Write in Science Class?
Writing Knowledge Question 3: How Does Writing in Science Class Differ from Writing in Literacy or ELA Class?
3.2 Research Question 2
Regression 1: Total Words Written (TWW)
Regression 2: Number of Different STEM Concepts (NC)
Regression 3: Depth of Understanding of STEM Concepts (DC)
4 Discussion
4.1 What Do Students Know About Good Writing and About Writing in Different Subject Areas?
4.2 Does Students’ Writing Knowledge Predict Their Posttest Written Essay Performance?
4.3 Limitations
4.4 The Future: Investing in Writing as a Tool for Learning in STEM
References
Preparing for Adaptive Spelling Instruction During Web-Based Writing Tutoring
1 Impact of Spelling
2 The Present Study
3 Methods
3.1 Participants
3.2 Measures
4 Procedures
4.1 Scoring Spelling Errors
4.2 Latent Class Analysis
5 Results
6 Discussion
7 Limitations & Future Research
References
Concurrent and Longitudinal Relationships Between Written Composition (Length and Quality) and Spelling Errors (Phonographic, Lexical, Morphological, Total) in French Children in Grades 3 and 6 or in Grades 3 and 4
1 Study 1
2 Method
3 Results
4 Study 2
5 Method
6 Results
7 General Discussion
References
It Was a Dark and Stormy Sentence: Teaching the Fine Art of Sentence Construction
1 Introduction
2 Writing Process
3 Sentence Combining
4 Theoretical Principles
5 Research Base
6 Research Supported Benefits
7 Future Directions of Sentence Combining Research
References
Part IV: Writing Instructions for Students with Learning Disabilities
Building Writing Skills for Summaries and Quick Writes
1 Summarization
2 Quick Writes
3 Method
3.1 Inclusionary and Exclusionary Criteria
3.2 Coding and Data
4 Results
4.1 SRSD Instruction
4.2 SRSD for Summary Writing
TWA and Summary Writing Studies
WIN and WINDOW Studies
4.3 SRSD for Quick Writes
Persuasive Quick Writing
Informative Quick Writing
5 Discussion
References
Can Argumentative Writing Improve Math Knowledge for Elementary Students with a Mathematics Learning Disability?: A Single-Case Classroom Intervention Investigation
1 Introduction
1.1 What Are Barriers for Students with MLD When Learning Fractions?
1.2 A Place for Writing Instruction in Math Class?
1.3 Writing Strategies Instruction and Writing-to-Learn Mathematics
1.4 Purpose of the Present Study
2 Method
2.1 Setting and Participants
2.2 Single-Case Intervention Design
2.3 Intervention
2.4 Measures
Distal Fraction Measure
Progress Monitoring Fractions
Progress Monitoring Writing
2.5 Treatment Fidelity
2.6 Approach to Analysis
3 Summary of Results
3.1 Fine-Grained Analyses: Or with a Tip of the Hat to an Esteemed Mentor, Colleague, and Friend: “Fine Grahamed” Analyses
4 Discussion
References
Handwriting Difficulties: Different Manifestations and Underlying Functions
1 Introduction
1.1 Measures of Handwriting Performance
1.2 Conceptual Framework
1.3 Underlying Mechanisms of Handwriting
Language Functions
Working Memory
Perceptual- and Grapho-Motor Functions
1.4 Study Purpose
2 Method
2.1 Participants
2.2 Measures
Background Questionnaire
Handwriting Performance of Post-secondary Students Evaluation (HaPPS; Weintraub et al., 2012)
MATAL: Diagnosis of Learning Disabilities and Attention Disorders (Ben-Simon & Inbar-Weiss, 2012)
Working Memory
Rey Osterrieth Complex Figure (ROCF; Rey, 1941 in Shin et al., 2006)
Finger Succession (Berninger & Rutberg, 1992)
2.3 Procedure
2.4 Data Analysis
3 Results
3.1 Sample Description and Group Distribution
3.2 Handwriting Speed
3.3 Handwriting Legibility
4 Discussion
4.1 Manifestations of Handwriting Difficulties
4.2 Handwriting Speed
4.3 Legibility
4.4 Study Limitations and Future Studies
4.5 Summary and Implications
References
Writing Interventions Using SRSD for Secondary Students with and At-Risk for Learning Disabilities: A Review of Empirical Research
1 Self-Regulated Strategy Development
2 Method
2.1 Search Procedures
2.2 Coding
3 Results
3.1 Participants
3.2 Setting
3.3 Interventionist
3.4 Independent Variable
Types of Writing and Strategies Taught Using SRSD
3.5 Length of Intervention
3.6 Treatment Fidelity
3.7 Dependent Variables: Writing Outcomes
3.8 Methodology
4 Discussion
4.1 Implications for Practice
4.2 Limitations of Studies Reviewed
4.3 Future Research
5 Concluding Remarks
References
Part V: Teacher Practice and Professional Development
“Nothing Continued to Happen”: Addressing Attrition, Lack of Fidelity, and Other Barriers to Implementation in High-Poverty, High-Mobility Urban Settings
1 Practice-Based Professional Development
2 Self-Regulated Strategy Development
3 Prelude to the Current Study
3.1 Plan 1
3.2 Plan 2
3.3 Plan 3: The Present Study
4 Method
4.1 Procedures
4.2 Professional Development for SRSD
Persuasive Genre
Informational Genre
Materials
4.3 Classroom Observations
Observation Feedback
4.4 Teacher Measures
Fidelity to Intervention Observations
Social Validity
4.5 Student Measures
Writing Prompts
4.6 Study Design and Data Analysis
5 Results
5.1 Teacher Outcomes
Fidelity to Intervention
Social Validity
5.2 Student Results
Persuasive Writing
Informational Writing
6 Discussion
6.1 Teacher Outcomes
Fidelity
Social Validity
6.2 Student Outcomes
6.3 Science in Challenging Settings
Constrained Effects
Righteous Resistance
7 Future Directions
References
Using Generalizability Theory to Explore Sources of Variance on an Observation Tool of Writing Instruction
1 Using Generalizability Theory to Explore Sources of Variance on an Observation Tool of Writing Instruction
1.1 Observations of Classroom Writing Instruction: What We Know and Why It Matters
1.2 The Writing Instruction Observation Protocol (WIOP): A Writing-Specific Observation Tool
2 How Generalizability Theory Informs Observation Research
3 Method
3.1 Participants
3.2 Measure of Writing Observation
3.3 Procedures
3.4 Data Analysis
4 Results
5 Discussion
5.1 Limitations and Future Directions for Research
6 Conclusion
References
Relations Among Teachers’ Efficacy Beliefs, Knowledge, Preparation, Abilities, and Practices: Expanding Our Understanding of Teacher Characteristics That Impact Writing Instruction
1 Introduction
1.1 Teacher Efficacy
1.2 Teacher Knowledge and Professional Preparation
2 Method
2.1 Participants
2.2 Instrumentation
Preparation to Teach Writing
Characteristics of Writing Instruction
Efficacy Beliefs
Knowledge of Writing and Writing Pedagogy
Writing Ability
2.3 Observation
3 Results
3.1 Basic Descriptive Statistics
3.2 Relationships Between Variables
3.3 Prediction of Writing Lesson Quality
4 Discussion
4.1 Summary of Findings
4.2 Implications
References
Teaching Reading and Writing in Primary Grades in Macao: A Qualitative Study
1 Introduction
2 Methodology
2.1 Context
2.2 Participants
2.3 Procedures and Data Collection
2.4 Data Coding and Analysis
3 Findings
3.1 Time Scheduled for Teaching Chinese Language Arts
3.2 Extra Time Devoted to Reading Instruction or Book Reading
3.3 Reading and Writing Instruction
The Medium of Instruction Chosen
Three Approaches Implemented in Chinese Language Arts Classes
Textbook-Based Approach
Teaching Book Reading
Hybrid Approach
Writing Instruction
Extra Reading Classes
Assignments
Evaluation
Group Learning
Using Internet-Based Information Technology
What Shaped Instructional Practices
3.4 Challenges in Teaching Reading and Writing
4 Discussions
5 Conclusion
References
Part VI: Writing Practices by Adult Learners
Postsecondary Developmental Education in Writing: Issues and Research
1 Postsecondary Developmental Education in Writing: Issues and Research
1.1 Outcomes of Developmental Education
2 Reform Efforts
2.1 Multiple Measures for Placement
2.2 Accelerated Progress Through Developmental Writing
2.3 Corequisite Courses
Accelerated Learning Program
Corequisite Courses Mandated by State Policy
2.4 Improved Pedagogical Methods
Strategy Instruction in Writing
Supporting Strategic Writers
3 Implications for Research and Practice
References
Influence of Disclosure Topic and Linguistic Perspective on Expressive Writing
1 Objectives and Aims
2 Method
2.1 Participants
2.2 Instruments
HandSpy 3.0
Trauma Categories
Emotional Impact and Valence and Integration
2.3 Procedure
2.4 Data Analysis
3 Results
3.1 Descriptive Statistics
3.2 Linguistic Features (H1)
Positive and Negative Emotional Words (H2)
3.3 Emotional Impact, Valence and Emotional Integration (H3)
4 Discussion
4.1 Linguistic Features (H1)
4.2 Positive and Negative Emotional Words (H2)
4.3 Emotional Impact, Valence & Emotional Integration (H3)
5 Conclusion
References
Attitudinal Evaluation in Written Peer Feedback: An Appraisal Study
1 Introduction
2 Literature Review
2.1 Cross-cultural Rhetoric Research
2.2 Linguistic Study of Evaluation in Writing: Appraisal Framework
2.3 Related Studies on Peer Feedback Strategies
3 Methodology
3.1 Context of the Study
3.2 Stages of Peer Feedback
3.3 Corpora of Written Peer Feedback
3.4 Appraisal Coding
4 Results and Discussion
4.1 Attitude Items in the Initial Provision of Feedback
4.2 Attitude Items in Students’ Responses to Feedback Received
4.3 Attitude Items in Chinese Students’ Initial Written Feedback and Their Responses to Feedback Received
4.4 Attitude Items in American Students’ Initial Written Feedback and Their Responses to Feedback Received
5 Conclusions
References
Part VII: Epilogue
Hitching a Ride with Steve Graham Through the Galaxy of Writing Research
1 Introduction: Sticking Our Thumb Out
1.1 A Vast and Unexplored Galaxy?
1.2 Hitching a Ride on Steve Graham’s Rocketship
Reviews of Writing Instruction/Intervention
Reviews Comparing Populations
Broad Literature Reviews on a Topic or Population
2 Purpose of the Current Review: Mapping the Galaxy of Steve Graham’s Contributions
3 Method: Blasting Off
3.1 Mapping the Galaxy of Steve’s Reviews
3.2 Scoping Review: The Constellation of Other Reviews of Writing
3.3 Inclusion Criteria
3.4 Coding Studies
Steve Graham’s Reviews
Other Reviews
3.5 Analyses
4 Results: Galaxy Defining Discoveries
4.1 Reviews of Instructional or Intervention Effectiveness
4.2 Group Sub-population Comparisons
4.3 General Writing Reviews
5 A Supernova: The Impact of Steve’s Work on the Field
6 Discussion: Bringing the Findings Back Down to Earth
6.1 Impacts of Writing Instruction
6.2 Impacts of Writing on Reading and Learning
6.3 Comparing Populations or Practices
6.4 General Reviews
6.5 Limitations of This Review
7 Conclusion: Future Hitchhiking Missions
References