Steve Graham
Biographic Data
| ID | 3635819 |
|---|---|
| NAME | Steve Graham |
| GIVEN NAMES | Steve |
| FAMILY NAME | Graham |
| SIGNATURE | GRAHAM S |
| AFFILIATIONS | Arizona State University |
| ORCID | 0000-0002-6702-5865 |
| VERIFIED | Yes |
| TOTAL WORKS | 70 |
| TOTAL CITATIONS | 121 |
| AUTHOR COUNT | 69 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 1983 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 6 |
How reliable and valid is peer evaluation in adolescents’ L2 argumentative writing?
Peer evaluation is widely recognized for its educational benefits; however, its reliability and validity, particularly among adolescent second-language (L2) writers at the early stages of English language and literacy development, remain insufficiently explored. This explanatory sequential mixed-methods study investigated the reliability and validity of peer evaluation in English argumentative writing among 35 Grade 10 and 37 Grade 12 students fr…
Can AI provide useful analytic essay scoring for different genres of writing with elementary grade students?
Can algorithm-based feedback help students to write better? A meta-analysis exploring surface- and deep-level outcomes
Improving writing through evidence-based teaching
Structured Abstract Background Writing plays a crucial role in educational achievement in general and the successful transition from primary to secondary school. The aim of the present quasi-experimental study was to investigate the effect of a writing intervention on primary students’ writing performance and writing motivation. Method The sample included 846 children (Grades 3-4) across nine schools. The intervention was delivered through studen…
The effect of sentence combining instruction with grade 2 students
Facilitators and barriers to writing instruction in Chile: Teachers’ views about the role of institutional factors on teaching writing
The validity and reliability of a writing self-efficacy scale for Chinese students in grades 4–9
Does teacher professional development for implementing the Writing Pathway program improve the argumentative writing of grade 7 and 8 students?
Introduction to the special issue: Teaching writing to L1, L2, and FL learners
Text features associated with students’ generative AI use: Norwegian teachers’ perspectives
The release of generative AI tools has changed the way that educators interact with student writing, as they grapple with the problem of assessing texts for students’ use of generative AI. To investigate how teachers have responded, this article focusses on a qualitative content analysis of an open survey item in which a subset of 129 Norwegian teachers who participated in a larger survey ( N = 530) shared their perceptions of generative AI for w…
From research to classroom: A mixed-methods investigation into implementing evidence-based writing practices
Research has identified effective writing practices, yet translating them into everyday classroom instruction remains challenging. This study investigates how primary school teachers implemented a multi-component writing intervention after participating in professional development (PD). Using an explanatory sequential mixed-methods approach, we analyzed both quantitative and qualitative data to identify factors influencing intervention uptake. Te…
Longitudinal development in writing quality, transcription skills, and motivational beliefs of Grade 1 students
Teaching argumentative writing: A meta-analysis with school-aged students
Can teaching writing enhance students’ writing self-efficacy: A meta-analysis
Comparing the quality of human and ChatGPT feedback of students’ writing
Australian grades 4 to 6 teachers’ beliefs and practices about teaching writing to low SES students
The current study examined writing beliefs and practices of 187 grades 4 to 6 teachers who taught writing in schools serving predominantly low SES students in Queensland, Australia. These participants completed a mailed survey that assessed their perceptions of preparation to teach writing to low SES students, time spent on writing instruction, frequency of writing instruction, students’ time spent on writing, efficacy beliefs for teaching writin…
Do Special and General Education Teachers’ Mindset Theories About the Malleability of Writing and Intelligence Predict Their Writing Practices
Seventy-five general and 65 special education teachers working in the same 65 elementary schools in 12 different U.S. school districts were surveyed about their mindsets concerning the malleability of writing and intelligence as well as their practices for teaching writing. All teachers taught writing to one or more fourth-grade students receiving special education services, including students with learning disabilities. Both general and special …
Special and General Education Teachers’ Beliefs About Writing and Writing Instruction
Seventy-six general education and 67 special education teachers working in the same 66 elementary schools were surveyed about their beliefs about writing. Each teacher taught writing to one or more fourth-grade students receiving special education services, including students with learning disabilities. Survey findings indicated that general education teachers believed that they were better prepared to teach writing than special education teacher…
Writing motives and writing achievement of elementary school students from diverse language backgrounds
A meta-analysis of writing treatments for students in grades 6–12
There is considerable concern that many adolescents do not attain the writing competence needed to be successful in school, their personal lives, or the workplace. Ensuring that students acquire this competence is a basic responsibility of schools. In order to meet this objective, teachers need access to effective practices for teaching writing. In this meta-analysis, we examined if teaching writing improved the writing and reading of students in…
A teacher technology tango shows strong results on 5th graders persuasive writing
Intermediate-Grade Teachers’ Adaptations for Weaker Writers: A National Survey in Urban Schools in Chile
Two hundred fifty-four intermediate-grade teachers (88% female) in urban public schools in Chile indicated how frequently they made writing instructional adaptations for their weakest writers, which included students with learning and other disabilities. A majority of teachers reported making the following adaptations for their weakest writers at least once a week: individual tutoring, assistance from a peer when writing, and extra instruction in…
The effects of choice versus preference on writing and the mediating role of perceived competence
Learning loss during the Covid-19 pandemic and the impact of emergency remote instruction on first grade students’ writing: A natural experiment
The coronavirus disease 2019 (COVID-19) pandemic and the sudden cancellation of in-class instruction for many students around the world presented an unprecedented disruption in children's education. As the COVID-19 pandemic took form, multiple concerns were raised about the potential negative impact on students' learning. The current study examined this proposition for children's writing. We compared the quality of writing, handwriting fluency, a…
Expanding the Direct and Indirect Effects Model of Writing (Diew): Reading–writing relations, and dynamic relations as a function of measurement/dimensions of written composition
Within the context of the Direct and Indirect Effects model of Writing, we examined a dynamic relations hypothesis, which contends that the relations of component skills, including reading comprehension, to written composition vary as a function of dimensions of written composition. Specifically, we investigated (a) whether higher order cognitive skills (i.e., inference, perspective taking, and monitoring) are differentially related to three dime…
Informal Urban Sanitation: Everyday Life, Poverty, and Comparison
The global sanitation crisis is rapidly urbanizing, but how is sanitation produced and sustained in informal settlements? While there are data available on aggregate statistics, relatively little is known about how sanitation is created, maintained, threatened, and contested within informal settlements. Drawing on an ethnography of two very different informal settlements in Mumbai, this study identifies key ways in which informal sanitation is pr…
Changing How Writing Is Taught
If students are to be successful in school, at work, and in their personal lives, they must learn to write. This requires that they receive adequate practice and instruction in writing, as this complex skill does not develop naturally. A basic goal of schooling then is to teach students to use this versatile tool effectively and flexibly. Many schools across the world do not achieve this objective, as an inordinate number of students do not acqui…
Improving the Writing, Knowledge, and Motivation of Struggling Young Writers: Effects of Self-Regulated Strategy Development With and Without Peer Support
Writing development involves changes that occur in children’s strategic behavior, knowledge, and motivation. The authors examined the effectiveness of self-regulated strategy development (SRSD), a strategy instructional model designed to promote development in each of these areas. Instruction focused on planning and writing stories and persuasive essays. The addition of a peer support component to SRSD instruction aimed at facilitating maintenanc…
Effectiveness of Literacy Programs Balancing Reading and Writing Instruction: A Meta‐Analysis
Reading and writing are critical to students’ success in and outside of school. Because they draw on common sources of knowledge and cognitive processes, involve meaning making, and can be used conjointly to accomplish important learning goals, it is often recommended that reading and writing should be taught together. This meta‐analysis tested this proposition by examining experimental intervention studies with preschool through high school stud…
The Sciences of Reading and Writing Must Become More Fully Integrated
Science has greatly enhanced what we know about reading and writing. Drawing on this knowledge, researchers have proffered recommendations for how to teach these two literacy skills. Although such recommendations are aimed at closing the gap between research and practice, they often fail to take into account the reciprocal relation that exists between reading and writing. Writing and writing instruction improve students’ reading and vice versa. T…
Telecommunications and the City: Electronic Spaces, Urban Places
Telecommunications and the City provides the first critical and state-of-the-art review of the relations between telecommunications and all aspects of city development and management.Drawing on a range of theoretical approaches and a wide body of recent research, the book addresses key academic and policy debates about technological change and the future of cities with a fresh perspective. Through this approach, the complex and crucial transforma…
Practice-Based Professional Development for Self-Regulated Strategies Development in Writing: A Randomized Controlled Study
In this randomized controlled study, 20 second- and third-grade teachers participated in practice-based professional development in strategies instruction in either story or opinion essay writing, using the Self-Regulated Strategies Development (SRSD) instructional model. These teachers worked in schools collaborating with a local university to implement an evidence-based, three-tiered model of prevention and supports targeting academic, behavior…
The state of educational intervention research as viewed through the lens of literacy intervention
The characteristics of educational intervention research are reviewed: Educational intervention research is inspired by diverse theories, targeted at a variety of simple to very complex interventions, and includes a variety of methods and measurements. Some interventions have been studied much more than others, with the more studied ones often summarized in meta-analyses and other integrative reviews. The study of some of the more complex interve…
Telematics and Industrial Change in Sheffield, UK
DABINETT G. and GRAHAM S. (1994) Telematics and industrial change in Sheffield, UK, Reg. Studies 28, 605–617. This paper presents the results of an exploratory ‘locality study’ of the ways in which telematics technologies are involved in the restructuring of one British city–Sheffield. Ten case studies are outlined which attempt to understand the role of telematics networks in the restructuring of the leading indigenous manufacturers and dominati…
Smart Festivals? Security and Freedom for Well-Being in Urban Smart Spaces
In this article we use the natural lab of music festivals to examine behavioral change in response to the rapid introduction of smart surveillance technology into formerly unpoliced spaces. Festivals are liminal spaces, free from the governance of everyday social norms and regulations, permitting participants to assert a desired self. Due to a number of recent festival deaths, drug confiscations, pickpockets, and a terroristic mass shooting, fest…
Teaching Spelling in the Primary Grades: A National Survey of Instructional Practices and Adaptations
Primary grade teachers randomly selected from across the United Sates completed a survey ( N = 168) that examined their instructional practices in spelling and the types of adaptations they made for struggling spellers. Almost every single teacher surveyed reported teaching spelling, and the vast majority of respondents implemented a complex and multifaceted instructional program that applied a variety of research-supported procedures. Although s…
Teachers’ Voices: Perceptions of Effective Professional Development and Classwide Implementation of Self-Regulated Strategy Development in Writing
Despite consensus regarding critical design elements for professional development (PD), numerous PD studies have not shown anticipated effects for teachers or students. Mixed methods studies investigating when and why PD is successful are needed. The qualitative study reported here was part of a larger, mixed methods study of PD for self-regulated strategy development (SRSD) in writing; the randomized controlled trial found significant and meanin…
Self-Regulated Strategy Development for Students With Writing Difficulties
Students with writing difficulties often struggle with the planning, composing, and revising skills required for effective writing. Fortunately, researchers have documented that explicit, interactive, scaffolded development of powerful composing strategies and strategies for self-regulating the writing process, as in Self-Regulated Strategy Development (SRSD) instruction, results in improved student performance across writing genres. In addition,…
A Factor Analysis of the Rucker-Gable Educational Programming Scale
The Rucker-Gable Educational Programming Scale (RGEPS) was designed to measure a respondent's attitude toward and knowledge of appropriate program placement for handicapped students. In the present study, 205 regular classroom teachers were administered the RGEPS and their responses were examined via a series of factor analyses. Results indicated that the instrument appears to measure four dimensions. These four dimensions accounted for only 42 p…
An Analysis of the Dimensionality of the Pupil Control Ideology Scale
The Pupil Control Ideology (PCI) scale is a unidimensional instrument which reportedly measures a respondent's pupil control orientation on a humanistic-custodial continuum. In a recent study examining the dimensionality of the PCI, Graham, Halpin, Harris, and Benson (1985) used exploratory and confirmatory factor analytic procedures to analyze the responses of 362 college students. Results of the analyses provided support for the contention that…
Telematics and Industrial Change in Sheffield, UK
DABINETT G. and GRAHAM S. (1994) Telematics and industrial change in Sheffield, UK, Reg. Studies 28, 605–617. This paper presents the results of an exploratory ‘locality study’ of the ways in which telematics technologies are involved in the restructuring of one British city–Sheffield. Ten case studies are outlined which attempt to understand the role of telematics networks in the restructuring of the leading indigenous manufacturers and dominati…
The Role of Self-Regulation and Transcription Skills in Writing and Writing Development
It is proposed that the development of writing competence depends on high levels of self-regulation and the mastery of low-level transcription skills. Predictions consistent with each of these claims are identified and evaluated. Although the available data are incomplete and many key findings require further replication, the accumulated evidence generally supports both of these propositions.
Splintering Urbanism: Networked Infrastructures, Technological Mobilities and the Urban Condition
Splintering Urbanism makes an international and interdisciplinary analysis of the complex interactions between infrastructure networks and urban spaces. It delivers a new and powerful way of understanding contemporary urban change, bringing together discussions about:*globalization and the city*technology and society*urban space and urban networks*infrastructure and the built environment*developed, developing and post-communist worlds.With a rang…
Telecommunications and the City: Electronic Spaces, Urban Places
Telecommunications and the City provides the first critical and state-of-the-art review of the relations between telecommunications and all aspects of city development and management.Drawing on a range of theoretical approaches and a wide body of recent research, the book addresses key academic and policy debates about technological change and the future of cities with a fresh perspective. Through this approach, the complex and crucial transforma…
Teaching spelling and composition alone and together: Implications for the simple view of writing.
Building Web services with Java: Making sense of XML, Soap, WSDL, and Uddi
Developing Self-Regulated Writers
T INCLUSION OF STUDENTS with learning disabilities (e.g., resource students) in state-mandated accountability testing is standard in many U.S. schools. General and special education teachers strive to ensure that all students are able to complete the required writing components. Nonetheless, the writing difficulties of students with learning disabilities when compared to their non-disabled peers are well documented in the literature (Englert et a…
Utilization of Pay-in Antenatal Leave Among Working Women in Southern California
Improving the Writing, Knowledge, and Motivation of Struggling Young Writers: Effects of Self-Regulated Strategy Development With and Without Peer Support
Writing development involves changes that occur in children’s strategic behavior, knowledge, and motivation. The authors examined the effectiveness of self-regulated strategy development (SRSD), a strategy instructional model designed to promote development in each of these areas. Instruction focused on planning and writing stories and persuasive essays. The addition of a peer support component to SRSD instruction aimed at facilitating maintenanc…
The state of educational intervention research as viewed through the lens of literacy intervention
The characteristics of educational intervention research are reviewed: Educational intervention research is inspired by diverse theories, targeted at a variety of simple to very complex interventions, and includes a variety of methods and measurements. Some interventions have been studied much more than others, with the more studied ones often summarized in meta-analyses and other integrative reviews. The study of some of the more complex interve…
A meta-analysis of writing instruction for adolescent students.
Primary grade writing instruction: A national survey.
A random sample of primary grade teachers (N 178; 97 % female) from across the United States was surveyed about their classroom instructional practices in writing. Most of the participating teachers (72%) took an eclectic approach to writing instruction, combining elements from the 2 most common methods for teaching writing: process writing and skills instruction. Although 90 % of the teachers reported using most of the writing instructional prac…
Maternity Leave In The Ninth Month of Pregnancy and Birth Outcomes Among Working Women
The Teaching Practicum in Thailand: Three Perspectives
Teaching Spelling in the Primary Grades: A National Survey of Instructional Practices and Adaptations
Primary grade teachers randomly selected from across the United Sates completed a survey ( N = 168) that examined their instructional practices in spelling and the types of adaptations they made for struggling spellers. Almost every single teacher surveyed reported teaching spelling, and the vast majority of respondents implemented a complex and multifaceted instructional program that applied a variety of research-supported procedures. Although s…
Teaching Writing to Elementary Students in Grades 4–6: A National Survey
A random sample of elementary teachers in grades 4–6 from across the United States were surveyed about their writing practices. Their responses raised concerns about the quality of writing instruction in upper-elementary grades. Almost two-thirds of the teachers reported that the teacher education courses they took in college provided them with little preparation to teach writing. They also reported that they teach writing for only 15 minutes a d…
The Association Between Pre-pregnancy BMI and Preterm Delivery in a Diverse Southern California Population of Working Women
Whereas preterm birth has consistently been associated with low maternal pre-pregnancy weight, the relationship with high pre-pregnancy weight has been inconsistent. We quantified the pre-pregnancy BMI-preterm delivery (PTD) relationship using traditional BMI categories (underweight, normal weight, overweight and obese) as well as continuous BMI. Eligible women participated in California's statewide prenatal screening program, worked during pregn…
Writing to Read: A Meta-Analysis of the Impact of Writing and Writing Instruction on Reading
Self-Regulated Strategy Development for Students With Writing Difficulties
Students with writing difficulties often struggle with the planning, composing, and revising skills required for effective writing. Fortunately, researchers have documented that explicit, interactive, scaffolded development of powerful composing strategies and strategies for self-regulating the writing process, as in Self-Regulated Strategy Development (SRSD) instruction, results in improved student performance across writing genres. In addition,…
APA educational psychology handbook, Vol 2: Individual differences and cultural and contextual factors.
A meta-analysis of writing instruction for students in the elementary grades.
Association Between Preterm Delivery and Pre-pregnancy Body Mass (BMI), Exercise and Sleep During Pregnancy Among Working Women in Southern California
Practice-Based Professional Development for Self-Regulated Strategies Development in Writing: A Randomized Controlled Study
In this randomized controlled study, 20 second- and third-grade teachers participated in practice-based professional development in strategies instruction in either story or opinion essay writing, using the Self-Regulated Strategies Development (SRSD) instructional model. These teachers worked in schools collaborating with a local university to implement an evidence-based, three-tiered model of prevention and supports targeting academic, behavior…
Writing and Handwriting Education (46 works) · Psychology (44 works) · Mathematics education (34 works) · Pedagogy (29 works) · Reading and Literacy Development (27 works) · Computer Science (17 works) · Discourse Analysis in Language Studies (15 works) · Teaching method (13 works) · EFL/ESL Teaching and Learning (12 works) · Linguistics (12 works)