Evidence-based writing practices: A meta-analysis of existing meta-analyses

Steve Graham; Karen R. Harris

doi:10.1163/9789004270480_003

Evidence-based writing practices: A meta-analysis of existing meta-analyses

Steve Graham, Karen R. Harris

Educational Leadership and Innovation, Division of

Research output: Chapter in Book/Report/Conference proceeding › Chapter

62 Scopus citations

Original language	English (US)
Title of host publication	Design Principles for Teaching Effective Writing
Subtitle of host publication	Theoretical and Empirical Grounded Principles
Editors	Martine Braaksma, Karen R. Harris, Raquel Fidalgo
Publisher	Brill Academic Publishers
Pages	13-37
Number of pages	25
ISBN (Print)	9789004270473
DOIs	https://doi.org/10.1163/9789004270480_003
State	Published - Jan 1 2018

Publication series

Name	Studies in Writing
Volume	34
ISSN (Print)	1572-6304

ASJC Scopus subject areas

Experimental and Cognitive Psychology
Developmental and Educational Psychology
Language and Linguistics
Linguistics and Language
Education

Access to Document

10.1163/9789004270480_003

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Graham, S., & Harris, K. R. (2018). Evidence-based writing practices: A meta-analysis of existing meta-analyses. In M. Braaksma, K. R. Harris, & R. Fidalgo (Eds.), Design Principles for Teaching Effective Writing: Theoretical and Empirical Grounded Principles (pp. 13-37). (Studies in Writing; Vol. 34). Brill Academic Publishers. https://doi.org/10.1163/9789004270480_003

Evidence-based writing practices: A meta-analysis of existing meta-analyses. / Graham, Steve; Harris, Karen R.
Design Principles for Teaching Effective Writing: Theoretical and Empirical Grounded Principles. ed. / Martine Braaksma; Karen R. Harris; Raquel Fidalgo. Brill Academic Publishers, 2018. p. 13-37 (Studies in Writing; Vol. 34).

Research output: Chapter in Book/Report/Conference proceeding › Chapter

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Evidence-based writing practices: A meta-analysis of existing meta-analyses

Publication series

ASJC Scopus subject areas

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