Design principles for teaching effective writing : : theoretical and empirical grounded principles / / edited by Raquel Fidalgo, Karen Harris, Martine Braaksma.

• Superior document: Studies in Writing ; 34
• TeilnehmendeR: Fidalgo, Raquel.; Harris, Karen R.; Braaksma, Martine.
• Place / Publishing House: Leiden ;, Boston : : Brill,, [2017]
• Year of Publication: 2017
• Edition: 1st ed.
• Language: English
• Series: Studies in Writing 34.
• Physical Description: 1 online resource (x, 324 pages)

This volume presents effective instructional programs focused on two perspectives on writing: the teaching and learning of writing as a skill and the use of writing as a learning activity in various school subjects or skills acquisition. It is focused on analysing micro-design features of the programs (such as learning activities, supporting materials, specific strategies, instructional techniques) but also, macro-design rules of intervention programs (such as, instructional sequence, instructional stages) based on research evidence provided for previous studies. This volume goes beyond a practical volume because it provides additional reflection and discussion about theoretical background and empirically based evidence which support the specific intervention programs described. Several chapters in this book include links to an Open Access e-book where teacher and student materials for the authors’ instructional approaches can be found (see ToC).

Table of Contents

Front Matter -- Design Principles for Teaching Effective Writing: An Introduction / Raquel Fidalgo , Karen R. Harris and Martine Braaksma -- Evidence-Based Writing Practices: A Meta-Analysis of Existing Meta-Analyses / Steve Graham and Karen R. Harris -- Description and Analysis of Strategy-Focused Instructional Models for Writing / Patricia Robledo-Ramón and Jesús N. García -- Writing-to-Learn Instruction that Works / Lauren Foxworth and Linda H. Mason -- Developing Writing Skills through Cognitive Self-Regulation Instruction / Raquel Fidalgo and Mark Torrance -- Self-Regulated Strategy Development: Theoretical Bases, Critical Instructional Elements, and Future Research / Karen R. Harris and Steve Graham -- An Instructional Approach for Improving Reading and Writing to Learn / Linda H. Mason -- Analysis of Effective Instructional Sequences in Upper Primary Education (11–12 Years Old Students) to Enhance Content-Learning through the Integrated Use of Reading and Writing / Isabel Martínez , Mar Mateos and Elena Martín -- Analysis of Instructional Programs in Different Academic Levels for Improving Self-Regulated Learning SRL through Written Text / Pedro Rosário , José Carlos Núñez , Celestino Rodríguez , Rebeca Cerezo , Estrella Fernández , Ellian Tuero and Julia Högemann -- Thoughts on What Makes Strategy Instruction Work and How It Can Be Enhanced and Extended / Charles A. MacArthur -- Fostering Student Writing through Intervention Research: An Examination of Key Components / P. Karen Murphy , Carla M. Firetto , Mengyi Li , Liwei Wei and Rachel M. V. Croninger -- Reporting Design Principles for Effective Instruction of Writing: Interventions as Constructs / Gert Rijlaarsdam , Tanja Janssen , Saskia Rietdijk and Daphne van Weijen -- Index.