Best Practices in Writing Instruction

by Steve Graham EdD (Editor), Charles A. MacArthur PhD (Editor), Michael A. Hebert PhD (Editor)

Overview

Well established as a definitive text—and now revised and updated with eight new chapters—this book translates cutting-edge research into effective guidelines for teaching writing in grades K–12. Illustrated with vivid classroom examples, the book identifies the components of a complete, high-quality writing program. Leading experts provide strategies for teaching narrative and argumentative writing; using digital tools; helping students improve specific skills, from handwriting and spelling to sentence construction; teaching evaluation and revision; connecting reading and writing instruction; teaching vulnerable populations; using assessment to inform instruction; and more.
 
New to This Edition

• Chapters on new topics: setting up the writing classroom and writing from informational source material.
• New chapters on core topics: narrative writing, handwriting and spelling, planning, assessment, special-needs learners, and English learners.
• Increased attention to reading–writing connections and using digital tools.
• Incorporates the latest research and instructional procedures.

See also Handbook of Writing Research, Second Edition, edited by Charles A. MacArthur, Steve Graham, and Jill Fitzgerald, which provides a comprehensive overview of writing research that informs good practice.

Product Details

ISBN-13:	9781462537983
Publisher:	Guilford Publications, Inc.
Publication date:	11/26/2018
Sold by:	Barnes & Noble
Format:	eBook
Pages:	416
File size:	7 MB
Age Range:	5 - 17 Years

About the Author

Steve Graham, EdD, is the Warner Professor in the Division of Educational Leadership and Innovation at Mary Lou Fulton Teachers College, Arizona State University. He is also Research Professor in the Learning Science Institute at the Australian Catholic University in Brisbane. Dr. Graham is editor of the Journal of Educational Psychology. He has coedited several books, including Handbook of Writing Research, Second Edition; Handbook of Learning Disabilities, Second Edition; and Best Practices in Writing Instruction, Third Edition. He is the coauthor of three influential Carnegie Corporation reports: Writing Next, Writing to Read, and Informing Writing. Dr. Graham has received numerous awards, including the Sylvia Scribner Award from Division C of the American Educational Research Association (AERA), the Career Research Award from the Council for Exceptional Children (CEC), the Kauffman–Hallahan Distinguished Researcher Award from the CEC Division of Research, the Samuel A. Kirk Award from the CEC Division of Learning Disabilities, the Distinguished Researcher Award from the special education interest group of the AERA, and the Wiederholt Distinguished Lecturer Award from the Council of Learning Disabilities. He was elected to the Reading Hall of Fame in 2018 and is a fellow of AERA, Division 15 of the American Psychological Association, and the International Academy for Research in Learning Disabilities.
 
Charles A. MacArthur, PhD, is Professor Emeritus of Special Education and Literacy in the School of Education at the University of Delaware. A former special education teacher, Dr. MacArthur has been conducting research on writing development and instruction for struggling writers since the 1980s. Most recently, he was principal investigator on two grants to develop and examine the efficacy of a writing curriculum for college basic writing courses. Other research projects have focused on the development of a writing curriculum for students with learning disabilities, writing strategy instruction, decoding instruction in adult education, speech recognition as a writing accommodation, project-based learning in social studies in inclusive classrooms, and first-grade writing instruction. Dr. MacArthur is a Fellow of the American Educational Research Association and a recipient of a research award from the Council for Exceptional Children. He has served as coeditor of the Journal of Writing Research and the Journal of Special Education, has published over 125 articles and book chapters, and is coeditor or coauthor of several books.
 
Michael Hebert, PhD, is Associate Professor in the Department of Special Education and Communication Disorders at the University of Nebraska–Lincoln. His primary research interests include the development and testing of writing interventions for students with disabilities, examining the impacts of writing on reading outcomes, and writing assessment. He is the coauthor of two influential Carnegie Corporation reports: Writing to Read and Informing Writing. Dr. Hebert is currently the principal investigator of an Early Career Development and Mentoring grant from the National Center for Special Education Research, with his project focused on developing an informational text writing intervention for fourth-grade struggling writers. He was previously a fellow in the Experimental Education Research Training program supported by the Institute of Education Sciences. Dr. Hebert serves on the editorial board of the Journal of Educational Psychology.

Table of Contents

Introduction: Best Practices in Writing Instruction   Steve Graham   Charles A. MacArthur   Jill Fitzgerald     1
Designing Writing Programs
Writing Instruction in Engaging and Effective Elementary Settings   Michael Pressley   Lindsey Mohan   Lauren Fingeret   Kelly Reffitt   Lisa Raphael-Bogaert     13
Best Practices in Implementing a Process Approach to Teaching Writing   Ruie J. Pritchard   Ronald L. Honeycutt     28
Best Narrative Writing Practices When Teaching from a Developmental Framework   Anne McKeough   Jaime Palmer   Marya Jarvey   Stan Bird     50
Best Practices in Developing a Writing across the Curriculum Program in the Secondary School   George E. Newell   Susan Koukis   Stacy Boster     74
Strategies for Teaching and Learning
Writing Instruction for Young Children: Methods Targeting the Multiple Demands That Writers Face   David Coker     101
Best Practices in Teaching Planning   Steve Graham   Karen R. Harris     119
Best Practices in Teaching Evaluation and Revision   Charles A. MacArthur     141
Improving Sentence Construction Skills through Sentence-Combining Practice   Bruce Saddler     163
Best Practices in Spelling and Handwriting   Bob Schlagal     179
Best Practices in Promoting Motivation for Writing   Pietro Boscolo   Carmen Gelati     202
Best Practices in Using the Internet to Support Writing   Rachel Karchmer-Klein     222
Best Practices in Teaching Writing to Adolescents   Dolores Perin     242
Best Practices in Writing Assessment   Robert C. Calfee   Roxanne Greitz Miller     265
Special Populations
What Is Sound Writing Instruction for Multilingual Learners?   Jill Fitzgerald   Steve Amendum     289
Best Practices in Teaching Writing to Students with Special Needs   Susan De La Paz     308
Index     329

Interviews

Classroom teachers, literacy specialists and coaches, and teacher educators. Serves as a text in undergraduate- and graduate-level courses on writing instruction.

Editorial Reviews

"This volume is an amazing synthesis of current theories and practices related to writing research and teaching. Each chapter addresses important topics in writing and provides interesting, thought-provoking suggestions for instruction. I recommend this book highly and enthusiastically. It is an ideal text for master's-level courses."—Patricia L. Anders, PhD, Department of Language, Reading and Culture, College of Education, University of Arizona
 

"Jam-packed with current research and step-by-step classroom activities, this book immerses us in the world of writing and helps us examine our own understandings of what makes an effective writing practice. It is a solid read for teachers across the grade levels and a good choice for a book to be used districtwide."—Rich Kent, PhD, Maine Writing Project, College of Education and Human Development, University of Maine
 

"Best Practices in Writing Instruction is a full compendium of research-based skills and strategies designed with one goal in mind: to promote writing effectiveness in the classroom. Offering detailed depictions of classrooms in action, the book covers social, emotional, and academic concerns, and introduces both overarching concepts and specific, focused activities. Importantly, a consistent theme of writing as a vehicle for thinking and learning is reflected throughout the book."—Douglas Kaufman, PhD, Neag School of Education, University of Connecticut

From the Publisher

"This edited volume makes a sound argument, based in empirical research, for adopting process approaches to writing instruction and involving learners in such an approach from early on. Furthermore, the contributing authors provide sound rationales and practical advice for focusing student attention and instruction on global concerns of audience, purpose, and communication." (on the first edition)

Reading and Writing

"This volume rises above many of its peers as it is not simply a repository, but it acts as a guide for making necessary improvements to the writing instruction U.S. students are receiving. This text represents exhaustive research and practice of writing instruction that improves student performance. Both teachers and researchers alike will find use in this volume.” (on the second edition)

Journal of Writing Research