Handbook of Writing Research / Edition 1

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Overview

This authoritative volume synthesizes current knowledge on writing development in children and adolescents and the processes underlying successful learning and teaching. The most comprehensive work of its kind, the volume encompasses both cognitive and sociocultural perspectives. Leading investigators present salient theoretical models; describe cutting-edge research methodologies and analytic tools; summarize available data on the effectiveness of major instructional approaches; and identify key directions for future research. Emphasizing the importance of supporting all students' writing development, the book includes a special section on cultural diversity, gender, special education, and bilingual learners.

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Editorial Reviews

From the Publisher

“The Handbook of Writing Research arrived just in time for my doctoral seminar on writing! Each chapter in this wonderfully comprehensive volume provides a review and synthesis of current research and theory on a different aspect of writing. My students will be introduced to contributions by a range of international authors who discuss cognitive, affective, sociocultural, and instructional aspects of writing product, process, and context, and who raise critical issues and questions that give us direction for further research. Writing teachers like myself, writing program administrators, writing researchers, literacy specialists, teachers, and graduate students undoubtedly will find this handbook an invaluable resource for deepening our understanding of the complex nature of writing.”--Karen Bromley, PhD, Literacy Program and America Reads Program, School of Education and Human Development, Binghamton University, State University of New York

"Covering a rich array of subjects, this handbook offers its readers necessary historical contexts and charts a future course for research in classroom writing. It approaches writing from cognitive, psychological, and sociocultural perspectives; provides new models of instruction supported by strong theoretical bases; and introduces relevant methodologies to the beginning and experienced scholar alike. This book should be on the shelves of all researchers of writing and literacy."--Douglas Kaufman, PhD, Neag School of Education, University of Connecticut

"Researchers and graduate students in literacy, educational psychology, and special education will find this handbook an indispensable source. The contributors critically review two decades' worth of major theoretical, methodological and instructional advances in the field, and the content is expertly organized to provide easy access to key issues and perspectives. The final section on research methodology and analytic tools for the study of writing is a welcome addition."--Susan De La Paz, PhD, Department of Education, Santa Clara University

"The editors of the Handbook have done an admirable job of assembling widely recognized experts to discuss virtually all aspects of writing research. This is an extraordinary resource for anyone interested in writing, and a rich volume to draw from for college teaching. It will stand for some time as a major resource for those working in the field of writing and is certain to influence the direction of future research."--Barry J. Zimmerman, PhD, Doctoral Program in Educational Psychology, Graduate School of the City University of New York

"I know of no other book that addresses basic issues and 'hot topics' in writing development and instruction from so many diverse perspectives. Leading researchers have written meaningful chapters on historical, sociocultural, cognitive, and neuropsychological factors underlying writing processes, the motivation to write, and writing self-efficacy. The section on research methods is particularly impressive."--Steve Benton, PhD, Department of Counseling and Educational Psychology, Kansas State University

PsycCRITIQUES

"An amazing tour de force. Every chapter is informative, detailed, and instructive. The Handbook of Writing Research is essential reading for those in the field, for those who want to know about it, and for those who want to join in."--PsycCRITIQUES
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Product Details

  • ISBN-13: 9781593857509
  • Publisher: Guilford Publications, Inc.
  • Publication date: 2/21/2008
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 468
  • Sales rank: 262,560
  • Product dimensions: 6.90 (w) x 9.90 (h) x 0.80 (d)

Meet the Author

Charles A. MacArthur, PhD, is Professor of Special Education in the School of Education at the University of Delaware. His major research interests include understanding writing development and difficulties, designing instruction for struggling writers, applying technology to support reading and writing, and understanding learning processes in inclusive classrooms. He is currently principal investigator of a federally funded research project investigating instruction in decoding and spelling for adult basic education students. He is editor of the Journal of Special Education.

Steve Graham, EdD, is the Curry Ingram Professor in the Peabody College of Education and Human Development at Vanderbilt University. His research has focused on identifying the factors that contribute to writing development and writing difficulties, developing and validating effective instructional procedures for struggling writers, and using technology to enhance writing performance. He is the former editor of  Contemporary Educational Psychology  and the current editor of  Exceptional Children. He is also the author, with Karen R. Harris, of  Writing Better  and  Making the Writing Process Work, and the coeditor, with H. Lee Swanson and Karen R. Harris, of the  Handbook of Learning Disabilities.

Jill Fitzgerald, PhD, is Interim Dean and Professor of Literacy Studies at the University of North Carolina-Chapel Hill, where she has taught since 1979. Her primary research interests include literacy issues for multilingual learners and early literacy development in relation to literacy instruction reform efforts. She has received the American Educational Research Association's Outstanding Review of Research Award and (with George Noblit) the International Reading Association's Dina Feitelson Award for Research. She currently serves on the editorial boards of the  Journal of Educational Psychology,  Reading Research Quarterly, and  Contemporary Educational Psychology

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Table of Contents

Introduction, Charles A. MacArthur, Steve Graham, and Jill Fitzgerald

I. Theories and Models of Writing

1. The Social and Historical Context for Writing Research, Martin Nystrand

2. New Directions in Writing Theory, John R. Hayes

3. Writing Process Theory: A Functional Dynamic Approach, Gert Rijlaarsdam and Huub van den Bergh

4. A Sociocultural Theory of Writing, Paul Prior

5. The Processing Demands of Writing, Mark Torrance and David Galbraith

II. Writing Development

6. The Emergence of Writing, Liliana Tolchinsky

7. Implications of Advancements in Brain Research and Technology for Writing Development, Writing Instruction, and Educational Evolution, Virginia W. Berninger and William D. Winn

8. Cognitive Factors in the Development of Children's Writing, Deborah McCutchen

9. Children's Understanding of Genre and Writing Development, Carol A. Donovan and Laura B. Smolkin

10. Motivation and Writing, Suzanne Hidi and Pietro Boscolo

11. Self-Efficacy Beliefs and Motivation in Writing Development, Frank Pajares and Gio Valiante

12. Relations among Oral Language, Reading, and Writing Development, Timothy Shanahan

III. Instructional Models and Approaches

13. Strategy Instruction and the Teaching of Writing: A Meta-Analysis, Steve Graham

14. Tenets of Sociocultural Theory in Writing Instruction Research, Carol Sue Englert, Troy V. Mariage, and Kailonnie Dunsmore

15. Response to Writing, Richard Beach and Thomas Friedrich

16. Writing to Learn: How Alternative Theories of School Writing Account for Student Performance, George E. Newell

17. The Effects of New Technologies on Writing and Writing Processes, Charles A. MacArthur

18. "I Guess I'd Better Watch My English": Grammars and the Teaching of the English Language Arts, Michael W. Smith, Julie Cheville, and George Hillocks, Jr.

19. The Process Approach to Writing Instruction: Examining Its Effectiveness, Ruie J. Pritchard and Ronald L. Honeycutt

IV. Writing and Special Populations

20. Teaching Writing in Culturally Diverse Classrooms, Arnetha F. Ball

21. Influence of Gender on Writing Development, Shelley Peterson

22. Writing Instruction for Students with Learning Disabilities, Gary A. Troia

23. Multilingual Writing in Preschool through Twelfth Grade: The Last 15 Years, Jill Fitzgerald

V. Methodology and Analytic Tools

24. Qualitative Research on Writing, Katherine Schultz

25. Statistical Analysis for Field Experiments and Longitudinal Data In Writing Research, Robert D. Abbott, Dagmar Amtmann, and Jeff Munson

26. Text Structure as a Window on the Cognition of Writing: How Text Analysis Provides Insights in Writing Products and Writing Processes, Ted J. M. Sanders and Joost Schilperoord

27. Applications of Computers in Assessment and Analysis of Writing, Mark D. Shermis, Jill Burstein, and Claudia Leacock

28. Writing Assessment: A Technohistory, Brian Huot and Michael Neal

29. What does Reading have to Tell us about Writing?: Preliminary Questions and Methodological Challenges in Examining the Neurobiological Foundations of Writing and Writing Disabilities, Kenneth R. Pugh, Stephen J. Frost, Rebecca Sandak, Margie Gillis, Dina Moore, Annette R. Jenner, and W. Einar Mencl

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