Overview

This authoritative volume synthesizes current knowledge on writing development in children and adolescents and the processes underlying successful learning and teaching. The most comprehensive work of its kind, the volume encompasses both cognitive and sociocultural perspectives. Leading investigators present salient theoretical models; describe cutting-edge research methodologies and analytic tools; summarize available data on the effectiveness of major instructional approaches; and identify key directions for future research. Emphasizing the importance of supporting all students' writing development, the book includes a special section on cultural diversity, gender, special education, and bilingual learners.

Full Product Details

Author:   Charles A. MacArthur ,  Steve Graham ,  Jill Fitzgerald
Publisher:   Guilford Publications
Imprint:   Guilford Publications
Dimensions:   Width: 17.80cm , Height: 2.20cm , Length: 25.10cm
Weight:   0.824kg
ISBN:  

9781593857509

ISBN 10:   1593857500
Pages:   468
Publication Date:   16 April 2008
Recommended Age:   From 5 to 17 years
Audience:   College/higher education ,  Professional and scholarly ,  Undergraduate ,  Postgraduate, Research & Scholarly
Format:   Paperback
Publisher's Status:   Out of Print
Availability:   In Print  
Limited stock is available. It will be ordered for you and shipped pending supplier's limited stock.

Table of Contents

"Introduction. Part 1: Theories and Models of Writing The Social and Historical Context for Writing Research. Hayes, New Directions in Writing Theory. Writing Process Theory: A Functional Dynamic Approach. Prior, A Sociocultural Theory of Writing. The Processing Demands of Writing. Part 2: Writing Development The Emergence of Writing. Implications of Advancements in Brain Research and Technology for Writing Development, Writing Instruction, and Educational Evolution. Cognitive Factors in the Development of Children's Writing. Children's Understanding of Genre and Writing Development. Motivation and Writing. Self-Efficacy Beliefs and Motivation in Writing Development. Relations among Oral Language, Reading, and Writing Development. Part 3: Instructional Models and Approaches Strategy Instruction and the Teaching of Writing: A Meta-Analysis. Tenets of Sociocultural Theory in Writing Instruction Research. Response to Writing. Writing to Learn: How Alternative Theories of School Writing Account for Student Performance. The Effects of New Technologies on Writing and Writing Processes. ""I Guess I'd Better Watch My English"": Grammars and the Teaching of the English Language Arts. The Process Approach to Writing Instruction: Examining Its Effectiveness. Part 4: Writing and Special Populations Teaching Writing in Culturally Diverse Classrooms. Influence of Gender on Writing Development. Writing Instruction for Students with Learning Disabilities. Multilingual Writing in Preschool through Twelfth Grade: The Last 15 Years. Part 5: Methodology and Analytic Tools Qualitative Research on Writing. Statistical Analysis for Field Experiments and Longitudinal Data In Writing Research. Text Structure as a Window on the Cognition of Writing: How Text Analysis Provides Insights in Writing Products and Writing Processes. Applications of Computers in Assessment and Analysis of Writing. Writing Assessment: A Technohistory. What does Reading have to Tell us about Writing?: Preliminary Questions and Methodological Challenges in Examining the Neurobiological Foundations of Writing and Writing Disabilities."

Reviews

The Handbook of Writing Research arrived just in time for my doctoral seminar on writing! Each chapter in this wonderfully comprehensive volume provides a review and synthesis of current research and theory on a different aspect of writing. My students will be introduced to contributions by a range of international authors who discuss cognitive, affective, sociocultural, and instructional aspects of writing product, process, and context, and who raise critical issues and questions that give us direction for further research. Writing teachers like myself, writing program administrators, writing researchers, literacy specialists, teachers, and graduate students undoubtedly will find this handbook an invaluable resource for deepening our understanding of the complex nature of writing. --Karen Bromley, PhD, Literacy Program and America Reads Program, School of Education and Human Development, Binghamton University, State University of New York <br> Covering a rich array of subjects, o

The Handbook of Writing Research arrived just in time for my doctoral seminar on writing! Each chapter in this wonderfully comprehensive volume provides a review and synthesis of current research and theory on a different aspect of writing. My students will be introduced to contributions by a range of international authors who discuss cognitive, affective, sociocultural, and instructional aspects of writing product, process, and context, and who raise critical issues and questions that give us direction for further research. Writing teachers like myself, writing program administrators, writing researchers, literacy specialists, teachers, and graduate students undoubtedly will find this handbook an invaluable resource for deepening our understanding of the complex nature of writing. --Karen Bromley, PhD, Literacy Program and America Reads Program, School of Education and Human Development, Binghamton University, State University of New York <br> Covering a rich array of subjects, this handbook offers its readers necessary historical contexts and charts a future course for research in classroom writing. It approaches writing from cognitive, psychological, and sociocultural perspectives; provides new models of instruction supported by strong theoretical bases; and introduces relevant methodologies to the beginning and experienced scholar alike. This book should be on the shelves of all researchers of writing and literacy. --Douglas Kaufman, PhD, Neag School of Education, University of Connecticut <br> Researchers and graduate students in literacy, educational psychology, and special education will find this handbook an indispensable source. The contributors criticallyreview two decades' worth of major theoretical, methodological and instructional advances in the field, and the content is expertly organized to provide easy access to key issues and perspectives. The final section on research methodology and analytic tools for the study of writing is a welcome addition. --Susan De La Paz, PhD, Department of Education, Santa Clara University <br> The editors of the Handbook have done an admirable job of assembling widely recognized experts to discuss virtually all aspects of writing research. This is an extraordinary resource for anyone interested in writing, and a rich volume to draw from for college teaching. It will stand for some time as a major resource for those working in the field of writing and is certain to influence the direction of future research. --Barry J. Zimmerman, PhD, Doctoral Program in Educational Psychology, Graduate School of the City University of New York <br> I know of no other book that addresses basic issues and 'hot topics' in writing development and instruction from so many diverse perspectives. Leading researchers have written meaningful chapters on historical, sociocultural, cognitive, and neuropsychological factors underlying writing processes, the motivation to write, and writing self-efficacy. The section on research methods is particularly impressive. --Steve Benton, PhD, Department of Counseling and Educational Psychology, Kansas State University<br>

The Handbook of Writing Research arrived just in time for my doctoral seminar on writing! Each chapter in this wonderfully comprehensive volume provides a review and synthesis of current research and theory on a different aspect of writing. My students will be introduced to contributions by a range of international authors who discuss cognitive, affective, sociocultural, and instructional aspects of writing product, process, and context, and who raise critical issues and questions that give us direction for further research. Writing teachers like myself, writing program administrators, writing researchers, literacy specialists, teachers, and graduate students undoubtedly will find this handbook an invaluable resource for deepening our understanding of the complex nature of writing. --Karen Bromley, PhD, Literacy Program and America Reads Program, School of Education and Human Development, Binghamton University, State University of New York <br> Covering a rich array of subjects, r

Author Information

Charles A. MacArthur, University of Delaware, USA, Steve Graham, Vanderbilt University, USA, and Jill Fitzgerald, University of North Carolina-Chapel Hill, USA

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