Research Roundup #ICYMI: Build Your Expertise

Last week, the co-authors shared posts rich with research and expertise to strengthen a writing workshop. Below is the winner of our giveaway, a roundup of the links to each post, and the bibliography of every source cited within the posts.

As with any of the series we have shared over the years, we hope you were inspired to deepen your knowledge and expertise. The winner of our giveaway was Julie B. Her comment on Melanie Meehan’s post was randomly selected, and we are excited to send her one copy of How to Become a Better Writing Teacher from Heinemann. 

ICYMI Blog Series Recap:

We opened the series with a Collaborative Post and a shared vision for using research to inform writing workshop practices. Then, we each took a topic to dig deeper and share specific research as it relates to a writing workshop classroom. Below is each co-author’s post title and link.

• Stacey, Devote Time to Writing Instruction
• Betsy, Executive Function’s Role
• Melanie, Grammar and Conventions
• Leah, Invented Spelling is the Gateway to Skilled Writing
• Lainie, Oral Language
• Sarah, Collaboration and Community in the Writing Workshop
• Jenna, Examining Purpose in Young Children’s Writing.

Research Roundup:

Anderson, Jeff, and Whitney La Rocca. Patterns of Power: Inviting Young Writers into the Conventions of Language, Grades 1-5. Portland, Maine, Stenhouse Publishers, 2017.

Baddeley, A., and Hitch, G. (1974). Working memory. Psychol. Learn. Motiv. 8, 47–89.

Burkins, J., & Yates, K. (2021). Shifting the balance: 6 ways to bring the science of reading into the balanced literacy classroom. Portsmouth, NH: Stenhouse Publishers. 

Burmester, A., & US, T. C. (2017, June 5). Working memory: How you keep things “in mind” over the short term. Scientific American.

Calkins, L. & Ehrenworth, M. (2016). Growing Extraordinary Writers: Leadership Decisions to Raise the Level of Writing Across a School and a District. The Reading Teacher, 70(1), 7-18. 

Capin, Dille, J.T., P., Fall, A., Gillam, R. B., Gillam, S. L., Hall, C., Roberts, G., Vaughn, S., Wada, R. (2021). Narrative instruction in elementary classrooms: An observation study. The Elementary School Journal, 121 (3).  

Cutler L, Graham S. Primary grade writing instruction: A national survey. Journal of Educational Psychology. 2008;100(4):907–919.

De Smedt, F., Graham, S., & Van Keer, H. (2020). “It takes two”: The added value of structured peer-assisted writing in explicit writing instruction. Contemporary Educational Psychology, 60, 101835. 

Dockrell, J. E., Marshall, C. R., & Wyse, D. (2016). Teachers’ reported practices for teaching writing in England. Reading and writing, 29, 409–434. 

Duhigg, Charles. “Habits: How They Form and How to Break Them.” Npr.org, 2019.

Gentry, J. R., & Oullette, G. P. (2019). Brain words. Portsmouth, NH: Stenhouse Publishers. 

Gentry, J. R. (1982). An Analysis of Developmental Spelling in “GNYS AT WRK.” The Reading Teacher, 36(2), 192–200.

Goodwin, A. (Host). (2019, October 7). Early Childhood Writing: The Role of Gesture with Dr. Debbie Rowe [Audio podcast episode]. In Voice of Literacy with Dr. Betsy Baker.

Graham, S. (2019). Changing How Writing Is Taught. Review of Research in Education, 43(1), 277-303.

Graham, S. (2022). Creating a classroom vision for teaching writing. The Reading Teacher, 75(4), 475-484. doi:10.1002/trtr.2064

Graham, S. (2023). Writer(s)-within-community model of writing as a lens for studying the teaching of writing. In R. Horrowitz (Ed.), The Routledge handbook of international research on writing, vol. II. New York: Routledge.

Graham, S., Bollinger, A., Booth Olson, C., D’Aoust, C., MacArthur, C., McCutchen, D., & Olinghouse, N. (2012). Teaching elementary school students to be effective writers: A practice guide (NCEE 2012- 4058). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. 

Graham, S., Harris, K. R. (2014). Six Recommendations for Teaching Writing to Meet the Common Core. In Write Now! Empowering Writers in Today’s K-6 Classroom, ed. Kathy Ganske. Newark, DE: International Reading Association. 

Graham, S., & Hebert, M. (2010). Writing to read: Evidence for how writing can improve reading: A report from Carnegie Corporation of New York.

Graham, S., Kiuhara, S. A., & MacKay, M. (2020). The Effects of Writing on Learning in Science, Social Studies, and Mathematics: A Meta-Analysis. Review of Educational Research, 90(2), 179-226.

Grassmeyer, C. (2018). Exploring Language and Literacy: The benefits of invented spelling with our youngest learners. Literacy Today, 14–16. 

Graves, D. A Fresh Look at Writing (1994). Portsmouth, NH: Heinemann.

Kent, S. C., & Wanzek, J. (2016). The relationship between component skills and writing quality and production across developmental levels: A meta-analysis of the last 25 years. Review of Educational Research, 86, 570-601.

Kress, G. (2004). Before Writing: Rethinking the Paths to Literacy. Routledge. 

McQuade, F. (1980). “Examining a Grammar Course: The Rationale and the Result.” The English Journal, 69, no. 7, pp. 26–30. JSTOR, Accessed 10 Feb. 2024.

National Commission on Writing. (2003). The neglected “R”: The need for a writing revolution. Washington DC: College Board.

Ouellette, G., & Senechal, M. (2008). Pathways to Literacy: A Study of Invented Spelling and Its Role in Learning to Read. Child Development, 79(4), 899–913. 

Ouellette, G., & Senechal, M. (2017). Invented Spelling in Kindergarten as a Predictor of Reading and Spelling in Grade 1: A New Pathway to Literacy, or Just the Same Road, Less Known? Developmental Psychology, 53(1), 77–88. 

Philippakos, Z. A., & MacArthur, C. A. (2016). The effects of giving feedback on the persuasive writing of fourth- and fifth-grade students. Reading Research Quarterly, 51(4), 419–433. 

Rowe, D. W. (1994). Preschoolers as Authors: Literacy Learning in the Social World of the Classroom. Hampton Press.

Schrodt, K., Fitzpatrick, E., & Elleman, A. (2020). Becoming Brave Spellers. The Reading Teacher, 74(2), 208–214. 

Simmerman S., Harward S., Pierce L., Peterson N., Morrison T. G., Korth B., . . . Shumway J. (2012). Elementary teachers’ perceptions of process writing. Literacy Research & Instruction, 51, 292–307.

Smith, A. E., et al. (2011).  “Here’s What Happens in Your Brain When You’re Trying to Make or Break a Habit.” The Conversation.

Traga Philippakos, Z. A. (2019). Sentence construction: Supporting elementary students’ editing skills. The Language and Literacy Spectrum, 29 (1), Article 3.  

Traga Philippakos, Z. A. (2022). Developing strategic learners: Collaborative reasoning with strategy instruction to scaffold debate and support the writing of arguments. The Language and Literacy Spectrum Vol. 32 (1), Article 3.

Weaver, C. (1996). Teaching Grammar in Context. Boynton/Cook.

Weaver, C. and Anderson, J. (2006). English Teaching: Practice and Critique. Vol. 5, no. 1, files.eric.ed.gov/fulltext/EJ843821.pdf.

Wright, T. S., Cabell, S. Q., Duke, N. K., & Souto-Manning, M. (2022). Literacy Learning for Infants, Toddlers, & Preschoolers: Key Practices for Educators. National Association for the Education of Young Children.