Steve Graham

Bio: Steve Graham is an academic researcher from Arizona State University. The author has contributed to research in topics: Teaching method & Learning disability. The author has an hindex of 93, co-authored 314 publications receiving 26152 citations. Previous affiliations of Steve Graham include Vanderbilt University & Australian Catholic University.

A meta-analysis of writing instruction for adolescent students.

Abstract: There is considerable concern that the majority of adolescents do not develop the competence in writing they need to be successful in school, the workplace, or their personal lives. A common explanation for why youngsters do not write well is that schools do not do a good job of teaching this complex skill. In an effort to identify effective instructional practices for teaching writing to adolescents, the authors conducted a meta-analysis of the writing intervention literature (Grades 4-12), focusing their efforts on experimental and quasi-experimental studies. They located 123 documents that yielded 154 effect sizes for quality of writing. The authors calculated an average weighted effect size (presented in parentheses) for the following 11 interventions: strategy instruction (0.82), summarization (0.82), peer assistance (0.75), setting product goals (0.70), word processing (0.55), sentence combining (0.50), inquiry (0.32), prewriting activities (0.32), process writing approach (0.32), study of models (0.25), grammar instruction (- 0.32).

A Meta-Analysis of Writing Instruction for Students in the Elementary Grades.

Abstract: In an effort to identify effective instructional practices for teaching writing to elementary grade students, we conducted a meta-analysis of the writing intervention literature, focusing our efforts on true and quasi-experiments. We located 115 documents that included the statistics for computing an effect size (ES). We calculated an average weighted ES for 13 writing interventions. To be included in the analysis, a writing intervention had to be tested in 4 studies. Six writing interventions involved explicitly teaching writing processes, skills, or knowledge. All but 1 of these interventions (grammar instruction) produced a statistically significant effect: strategy instruction (ES = 1.02), adding self-regulation to strategy instruction (ES = 0.50), text structure instruction (ES = 0.59), creativity/imagery instruction (ES = 0.70), and teaching transcription skills (ES = 0.55). Four writing interventions involved procedures for scaffolding or supporting students' writing. Each of these interventions produced statistically significant effects: prewriting activities (ES = 0.54), peer assistance when writing (ES = 0.89), product goals (ES = 0.76), and assessing writing (0.42). We also found that word processing (ES = 0.47), extra writing (ES = 0.30), and comprehensive writing programs (ES = 0.42) resulted in a statistically significant improvement in the quality of students' writing. Moderator analyses revealed that the self-regulated strategy development model (ES = 1.17) and process approach to writing instruction (ES = 0.40) improved how well students wrote. Supplemental materials: http://dx.doi.org/10.1037/a0029185.supp

The Role of Self-Regulation and Transcription Skills in Writing and Writing Development

Abstract: It is proposed that the development of writing competence depends on high levels of self-regulation and the mastery of low-level transcription skills. Predictions consistent with each of these claims are identified and evaluated. Although the available data are incomplete and many key findings require further replication, the accumulated evidence generally supports both of these propositions.

Role of mechanics in composing of elementary school students: A new methodological approach.

Abstract: The authors used multiple-group structural equation modeling to analyze structural relationships between latent factors underlying separate measures of handwriting, spelling, and composing in Grades 1-6. For compositional fluency, the paths from both handwriting and spelling were significant in the primary grades, but only the path from handwriting was significant in the intermediate grades. For compositional quality, only the path from handwriting was significant at the primary and intermediate grades. The contribution of spelling to compositional quality was indirect through its correlation with handwriting. Handwriting and spelling accounted for a sizable proportion of the variance in compositional fluency (41% to 66%) and compositional quality (25% to 42%). These findings show that the mechanical skills of writing may exert constraints on amount and quality of composing. Theoretical and educational implications of the findings are discussed.

Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement

Abstract: Preface Chapter 1 The challenge Chapter 2 The nature of the evidence: A synthesis of meta-analyses Chapter 3 The argument: Visible teaching and visible learning Chapter 4: The contributions from the student Chapter 5 The contributions from the home Chapter 6 The contributions from the school Chapter 7 The contributions from the teacher Chapter 8 The contributions from the curricula Chapter 9 The contributions from teaching approaches - I Chapter 10 The contributions from teaching approaches - II Chapter 11: Bringing it all together Appendix A: The 800 meta-analyses Appendix B: The meta-analyses by rank order References

Assessment and Classroom Learning

Abstract: This article is a review of the literature on classroom formative assessment. Several studies show firm evidence that innovations designed to strengthen the frequent feedback that students receive about their learning yield substantial learning gains. The perceptions of students and their role in self‐assessment are considered alongside analysis of the strategies used by teachers and the formative strategies incorporated in such systemic approaches as mastery learning. There follows a more detailed and theoretical analysis of the nature of feedback, which provides a basis for a discussion of the development of theoretical models for formative assessment and of the prospects for the improvement of practice.

Self-Efficacy and Academic Motivation

Abstract: Academic motivation is discussed in terms of self-efficacy, an individual's judgments of his or her capabilities to perform given actions. After presenting an overview of self-efficacy theory, I contrast self-efficacy with related constructs (perceived control, outcome expectations, perceived value of outcomes, attributions, and self-concept) and discuss some efficacy research relevant to academic motivation. Studies of the effects of person variables (goal setting and information processing) and situation variables (models, attributional feedback, and rewards) on self-efficacy and motivation are reviewed. In conjunction with this discussion, I mention substantive issues that need to be addressed in the self-efficacy research and summarize evidence on the utility of self-efficacy for predicting motivational outcomes. Areas for future research are suggested.

Attaining self-regulation: A social cognitive perspective.

Abstract: Perhaps our most important quality as humans is our capability to self-regulate. It has provided us with an adaptive edge that enabled our ancestors to survive and even flourish when changing conditions led other species to extinction. Our regulatory skill and lack thereof is the source of our perception of personal agency that lies at the core of our sense of self. Understanding how this capability develops, its various subcomponents, and its functions has been a major thrust of social cognitive theory and research. Of equal importance is the explanation for common dysfunctions in self-regulatory functioning, such as biased self-monitoring, self-blaming judgments, and defensive self-reactions. This chapter will define self-regulation, and will discuss the structure of self-regulatory systems, social and physical environmental context influences on self-regulation, dysfunctions in self-regulation, and self-regulatory development. (http://books.google.fr/books?id=u9e1RWMbtjEC&lpg=PP1&hl=fr&pg=PA13#v=onepage&q&f=false)