Description
Book SynopsisThis 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 ContentsNote: The volume is completed with an e-book that includes practical examples of the instructional programs and materials of the book intended for teachers, novel researchers and so on. The link to the e-chapter for the applicable book-chapter is given directly below the chapter in the table of contents. There is an additional e-chapter for chapters 4, 5, 6, 8, and 9. All e-chapters are available in full Open Access with a CC-BY-NC license on Figshare. List of Figures and Tables Note to Reader Introductory Part: Strategy Teaching for Learning to Write and for Writing to Learn 1 Design Principles for Teaching Effective Writing: An Introduction Raquel Fidalgo, Karen R. Harris, and Martine Braaksma 2 Evidence-Based Writing Practices: A Meta-Analysis of Existing Meta-Analyses Steve Graham and Karen R. Harris 3 Description and Analysis of Strategy-Focused Instructional Models for Writing Patricia Robledo-Ramón and Jesús N. García 4 Writing-to-Learn Instruction That Works Lauren Foxworth and Linda H. Mason E-chapter 4 SRSD for RAFT Writing Linda H. Mason and D. Paul Haspel Learning to Write: Design Principles in Teaching Writing 5 Developing Writing Skills through Cognitive Self-Regulation Instruction Raquel Fidalgo and Mark Torrance E-chapter 5 CSRI Program on Planning and Drafting Strategies: Sessions and Supportive Instructional Materials Raquel Fidalgo, Mark Torrance, and Begoña López-Campelo 6 Self-Regulated Strategy Development: Theoretical Bases, Critical Instructional Elements, and Future Research Karen R. Harris and Steve Graham E-chapter 6 POW, TREE and TWA for Writing Persuasively from Source Text: Lesson Plans, Materials, and Tips Karen R. Harris and Steve Graham Writing to Learn: Design Principles for Writing to Learn 7 An Instructional Approach for Improving Reading and Writing to Learn Linda H. Mason 8 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 E-chapter 8 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 9 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 E-chapter 9 Promoting Self-Regulatory Skills in Writing Using a Story-Toll Julia Högemann, Pedro Rosário, José Carlos Núñez, Celestino Rodríguez, and Antonio Valle Concluding Chapters 10 Thoughts on What Makes Strategy Instruction Work and How It Can Be Enhanced and Extended Charles A. MacArthur 11 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 12 Reporting Design Principles for Effective Instruction of Writing: Interventions as Constructs Gert Rijlaarsdam, Tanja Janssen, Saskia Rietdijk, and Daphne van Weijen Index
