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Graham, Steve – Educational Psychologist, 2022
This article is an expanded version of my presentation to Division 15 (Educational Psychology) of the American Psychological Association for the Career Achievement Award for Distinguished Psychological Contributions to Education in 2019. It provides an overview of research conducted by colleagues and I that examined the following four topics: (a)…
Descriptors: Writing Skills, Writing Achievement, Writing Instruction, Writing Strategies
McKeown, Debra; Brindle, Mary; Harris, Karen R.; Sandmel, Karin; Steinbrecher, Trisha D.; Graham, Steve; Lane, Kathleen Lynne; Oakes, Wendy Peia – American Educational Research Journal, 2019
Despite consensus regarding critical design elements for professional development (PD), numerous PD studies have not shown anticipated effects for teachers or students. Mixed methods studies investigating when and why PD is successful are needed. The qualitative study reported here was part of a larger, mixed methods study of PD for self-regulated…
Descriptors: Teacher Attitudes, Faculty Development, Instructional Effectiveness, Elementary School Teachers
Ray, Amber B.; Graham, Steve; Houston, Julia D.; Harris, Karen R. – Reading and Writing: An Interdisciplinary Journal, 2016
A random sample of middle school teachers (grades 6-9) from across the United States was surveyed about their use of writing to support students' learning. The selection process was stratified so there were an equal number of English language arts, social studies, and science teachers. More than one-half of the teachers reported applying 15 or…
Descriptors: Middle School Teachers, Teacher Surveys, Writing (Composition), Teaching Methods
Wolbers, Kimberly A.; Dostal, Hannah M.; Graham, Steve; Cihak, David; Kilpatrick, Jennifer R.; Saulsburry, Rachel – Journal of Deaf Studies and Deaf Education, 2015
Strategic and Interactive Writing Instruction (SIWI) has led to improved writing and language outcomes among deaf and hard of hearing (DHH) middle grades students. The purpose of this study was to examine the effects of SIWI on the written expression of DHH elementary students across recount/personal narrative, information report, and persuasive…
Descriptors: Writing Instruction, Teaching Methods, Deafness, Hearing Impairments
Reid, Robert; Hagaman, Jessica L.; Graham, Steve – Learning Disabilities: A Contemporary Journal, 2014
This review assessed the use of self-regulated strategy development (SRSD) for teaching written composition strategies to students with attention deficit hyperactivity disorders. We examined the participants and the settings in which SRSD has been used, the writing strategies tested, genres addressed, and the effects of SRSD on outcome measures.…
Descriptors: Attention Deficit Hyperactivity Disorder, Writing Skills, Learning Strategies, Writing (Composition)
Zito, Jennifer R.; Adkins, Mary; Gavins, Marva; Harris, Karen R.; Graham, Steve – Reading & Writing Quarterly, 2007
Research investigating how students who struggle with learning, as well as typically achieving students, can develop powerful self-regulation and academic strategies has become a major endeavor in both general and special education. In this article, we examine how one model of cognitive strategies instruction, Self-Regulated Strategy Development…
Descriptors: Epistemology, Learning Strategies, Self Management, Learning Theories
Harris, Karen R.; Alexander, Patricia; Graham, Steve – Educational Psychologist, 2008
The history of strategies research during the past quarter century has been a story of significant conceptualizations and reconceptualizations regarding the nature, development, and teaching of cognitive and metacognitive strategies. Theoretical models, empirical research, and discussions contributed by Michael Pressley have been central to…
Descriptors: Reading Comprehension, Models, Metacognition, Instructional Effectiveness

Graham, Steve; Freeman, Sally – Learning Disability Quarterly, 1986
The study examined 40 learning disabled fourth graders' spelling performance in response to strategy training and variations in study conditions. Students who were taught the five-step study strategy recalled correct spelling of more words than controls. However, spelling performance of students who received strategy training was not…
Descriptors: Intermediate Grades, Learning Disabilities, Learning Strategies, Spelling Instruction
Graham, Steve; Voth, Victoria Page – Academic Therapy, 1990
Curriculum modifications are presented, along with empirical support when available, for teaching spelling vocabulary to students with learning disabilities. The article discusses selecting words to be learned, daily testing and practice of small word sets, strategy training, self-regulation, motivation, students helping each other, and frequent…
Descriptors: Cooperative Learning, Curriculum Development, Drills (Practice), Elementary Secondary Education

Graham, Steve; Harris, Karen R. – Topics in Language Disorders, 1987
Teaching appropriate composition strategies and self-management routines to inefficient learners can improve their writing. The composition-strategy training intervention program requires (1) task and learner analysis; (2) selection, introduction, acquisition, and evaluation of selected preskills, composition strategies, and metacognitive…
Descriptors: Elementary Secondary Education, Learning Disabilities, Learning Strategies, Metacognition

Graham, Steve; And Others – Focus on Exceptional Children, 1987
Methods for teaching learning disabled students task specific and metacognitive strategies to use when writing include self-instructional strategy training, task and learner analysis, training evaluation, development of vocabulary diversity, content generation and planning, and revision training. Seven steps for teaching creative writing are…
Descriptors: Creative Writing, Elementary Secondary Education, Learning Disabilities, Learning Strategies

De La Paz, Susan; Graham, Steve – Exceptional Children, 1997
A study of three fifth-grade students with learning disabilities examined the effectiveness of a strategy deigned to help them become more reflective when writing opinion essays. Following the instruction, students wrote essays that were longer, provided more support for their premise, and were qualitatively better. (Author/CR)
Descriptors: Essays, Instructional Effectiveness, Intermediate Grades, Learning Disabilities

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

Harris, Karen R.; Graham, Steve – Remedial and Special Education (RASE), 1993
This response to Gersten and Dimino (EC 606 357) uses a case study to illustrate how a special education teacher integrated strategy instruction into a fifth-grade classroom where a whole-language approach to writing was already in place. Instruction in story grammar is presented as a seven-stage process. (DB)
Descriptors: Case Studies, Classroom Techniques, Intermediate Grades, Learning Disabilities

Graham, Steve; Harris, Karen R. – Exceptional Children, 1989
The study with three sixth-grade learning-disabled students found that a self-instructional strategy to facilitate the generation, framing, and planning of argumentative essays had a positive effect on the students' writing performance and self-efficacy. Effects were maintained over time and transferred to a new setting and new writing genre.…
Descriptors: Essays, Generalization, Instructional Effectiveness, Intermediate Grades
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