TY - JOUR
T1 - Research-based writing practices and the Common Core
T2 - Meta-analysis and meta-synthesis
AU - Graham, Stephen
AU - Harris, Karen
AU - Santangelo, Tanya
N1 - Publisher Copyright:
© 2015, The University of Chicago. All rights reserved.
PY - 2015/7/2
Y1 - 2015/7/2
N2 - In order to meet writing objectives specified in the Common Core State Standards (CCSS), many teachers need to make significant changes in how writing is taught. While CCSS identified what students need to master, it did not provide guidance on how teachers are to meet these writing benchmarks. The current article presents research-supported practices that can be used to meet CCSS writing objectives in kindergarten to grade 8. We identified these practices by conducting a new metaanalysis of writing intervention studies, which included true and quasi-experiments, as well as single-subject design studies. In addition, we conducted a meta-synthesis of qualitative studies examining the practices of exceptional literacy teachers. Studies in 20 previous reviews served as the data source for these analyses. The recommended practices derived from these analyses are presented within a framework that takes into account both the social contextual and cognitive/motivational nature of writing.
AB - In order to meet writing objectives specified in the Common Core State Standards (CCSS), many teachers need to make significant changes in how writing is taught. While CCSS identified what students need to master, it did not provide guidance on how teachers are to meet these writing benchmarks. The current article presents research-supported practices that can be used to meet CCSS writing objectives in kindergarten to grade 8. We identified these practices by conducting a new metaanalysis of writing intervention studies, which included true and quasi-experiments, as well as single-subject design studies. In addition, we conducted a meta-synthesis of qualitative studies examining the practices of exceptional literacy teachers. Studies in 20 previous reviews served as the data source for these analyses. The recommended practices derived from these analyses are presented within a framework that takes into account both the social contextual and cognitive/motivational nature of writing.
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U2 - 10.1086/681964
DO - 10.1086/681964
M3 - Article
AN - SCOPUS:84934775051
SN - 0013-5984
VL - 115
SP - 498
EP - 522
JO - Elementary School Journal
JF - Elementary School Journal
IS - 4
ER -