Design Principles for Teaching Effective Writing

Raquel Fidalgo, Ph.D., Titular de Universidad at Educational and Developmental Psychology Area of the University of León, Spain. Her research interests have been focused on metacognition and strategy and self-regulated instruction in writing field since 2001, participating in several edited books and peer-review publications.Karen R. Harris Ed.D. (1981), Auburn University, is the Warner Professor of Education at Arizona State University. Formerly she was the Currey Ingram Professor at Vanderbilt University. She developed the Self-Regulated Strategy Development (SRSD) model of strategies instruction. SRSD has been most extensively researched in the area of writing, although researchers have also addressed applications in reading, math, and homework. She has published 14 books and over 200 articles and chapters. Martine Braaksma works since 2015 as senior policy advisor at the Education Council of the Netherlands. Formerly she was assistant professor at the University of Amsterdam (Research Institute of Child Development and Education). Since 1996, she performed research in the field of writing. In 2002 she received her PhD (thesis: Observational learning in argumentative writing). Main research interests are: (measuring) writing processes, hypertext writing, writing interventions, observational learning, writing-to-learn, and transfer from writing to reading.Contributors are: Antonio Valle, Begoña López-Campelo, Carla M. Firetto, Celestino Rodríguez, Charles A. MacArthur, D. Paul Haspel, Daphne van Weijen, Elena Martín Ortega, Elliane Tuero, Estrella Fernández, Gert Rijlaarsdam, Isabel Martínez Álvarez, Jesús N. García, José Carlos Núñez, Julia Högemann, Karen R. Harris, Lauren Valasa Foxworth, Linda H. Mason, Liwei Wei, Mar Mateos Sanz, Mark Torrance, Martine Braaksma, Mengyi Li, P. Karen Murphy, Patricia Robledo-Ramón, Pedro Rosário, Rachel M. V. Croninger, Raquel Fidalgo, Rebeca Cerezo, Saskia Rietdijk, Steve Graham, andTanja Janssen.

• Note: 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 TablesNote to ReaderIntroductory Part: Strategy Teaching for Learning to Write and for Writing to Learn1 Design Principles for Teaching Effective Writing: An IntroductionRaquel Fidalgo, Karen R. Harris, and Martine Braaksma2 Evidence-Based Writing Practices: A Meta-Analysis of Existing Meta-AnalysesSteve Graham and Karen R. Harris3 Description and Analysis of Strategy-Focused Instructional Models for WritingPatricia Robledo-Ramón and Jesús N. García4 Writing-to-Learn Instruction That WorksLauren Foxworth and Linda H. MasonE-chapter 4 SRSD for RAFT WritingLinda H. Mason and D. Paul HaspelLearning to Write: Design Principles in Teaching Writing5 Developing Writing Skills through Cognitive Self-Regulation InstructionRaquel Fidalgo and Mark TorranceE-chapter 5 CSRI Program on Planning and Drafting Strategies: Sessions and Supportive Instructional MaterialsRaquel Fidalgo, Mark Torrance, and Begoña López-Campelo6 Self-Regulated Strategy Development: Theoretical Bases, Critical Instructional Elements, and Future ResearchKaren R. Harris and Steve GrahamE-chapter 6 POW, TREE and TWA for Writing Persuasively from Source Text: Lesson Plans, Materials, and TipsKaren R. Harris and Steve GrahamWriting to Learn: Design Principles for Writing to Learn7 An Instructional Approach for Improving Reading and Writing to LearnLinda H. Mason8 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 WritingIsabel Martínez, Mar Mateos, and Elena MartínE-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 WritingIsabel Martínez, Mar Mateos, and Elena Martín9 Analysis of Instructional Programs in Different Academic Levels for Improving Self-Regulated Learning SRL through Written TextPedro Rosário, José Carlos Núñez, Celestino Rodríguez, Rebeca Cerezo, Estrella Fernández, Ellian Tuero, and Julia HögemannE-chapter 9 Promoting Self-Regulatory Skills in Writing Using a Story-TollJulia Högemann, Pedro Rosário, José Carlos Núñez, Celestino Rodríguez, and Antonio ValleConcluding Chapters10 Thoughts on What Makes Strategy Instruction Work and How It Can Be Enhanced and ExtendedCharles A. MacArthur11 Fostering Student Writing through Intervention Research: An Examination of Key ComponentsP. Karen Murphy, Carla M. Firetto, Mengyi Li, Liwei Wei, and Rachel M. V. Croninger12 Reporting Design Principles for Effective Instruction of Writing: Interventions as ConstructsGert Rijlaarsdam, Tanja Janssen, Saskia Rietdijk, and Daphne van WeijenIndex