Overcoming barriers and paradigm wars: Powerful evidence-based writing instruction

Karen R. Harris, Debra McKeown

Research output: Contribution to journalArticlepeer-review

Abstract

The ability to write is fundamental for learning and achievement across Grades K-12, performance in the workplace, continuing education, college, personal development, and addressing social justice. The majority of our students, however, are not capable writers. We have a body of evidence-based practices (EBPs) and best practices that can make a meaningful difference in writing development for our students. We describe one EBP for writing instruction, the Self-Regulated Strategy Development (SRSD) model of instruction for writing. SRSD results in meaningful improvements in students' writing across grades 1-12 and can be integrated with best practices, including writers' workshop. We then separate fact from fiction regarding this approach for teaching students to write and to engage in reading for writing. Finally, we address paradigm wars and additional barriers to widespread adoption of SRSD in schools, and how to address these barriers.

Original languageEnglish (US)
Pages (from-to)429-442
Number of pages14
JournalTheory Into Practice
Volume61
Issue number4
DOIs
StatePublished - 2022

ASJC Scopus subject areas

  • Education

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