Steve Graham

In this project, the researchers aim to inform postsecondary writing instruction and interventions in college and university setting by conducting a meta-analysis of prior impact studies. Many college faculty indicate that their students do not have appropriate writing skills to be successful in their courses, and many 2- and 4-year institutions of higher education require basic writing courses for students. Writing difficulties are compounded for students who are domestic or international E...

The primary aim of this project is to rapidly accelerate the performance of students with and at risk for disabilities in text-based writing as a response to school challenges with COVID-19 by providing timely professional development (PD) and coaching to support general and special education teachers' implementation of an integrated writing and reading intervention. Prior to the pandemic, the National Assessment of Education Progress documented a gap between students with and at risk for di...

For this project, the research team will conduct a research synthesis, including a comprehensive meta-analysis, to explore what writing interventions are effective on what writing outcomes, for whom, and under what conditionsin kindergarten through grade 5. Findings will provide guidance for developing new writing interventions and informing professional development for teachers. Furthermore, the project will offer empirical evidence to support research to practice efforts that will improve ...

In an information society and knowledge economy, writing is a ubiquitous requirement for full civic and workforce participation. The evolution to more source-based, analytic writing can be seen in current educational standards and assessments, including the Common Core State Standards (CCSS); Next Generation Science Standards; and College, Career, and Civic Life Framework. Recent national education statistics indicate that U.S. students are not prepared to meet the challenges of this complex...

The purpose of this project is to explore the extent to which effective writing instruction practices are used by special education and general education teachers who teach writing to students with disabilities in Grade 4, and to examine the relationships between effective writing instruction practices and student writing outcomes. The project will also examine whether teacher-level factors (e.g., expertise for teaching students with disabilities) moderate these relationships and whether the...

Writing is an important skill for learning, communication, and self-expression; however, national assessments indicate that many students in the U.S. do not write proficiently. The purpose of this project is to test the efficacy of We-Write, a web-based intelligent tutoring system that is paired with teacher-led lessons to improve 4th and 5th grade student writing outcomes. We-Write was developed in a previous IES study, and is delivered within the intelligent tutoring system for the structu...