54.030 - Translating Effective Research on Reading and Writing Into Practice at the Elementary Grades

Session Type: Symposium

Abstract

Reading and writing share common cognitive processes and two groups of researchers are working towards a common goal of improving both with upper elementary grade children. During this session four presentations will showcase how teams representing the self-regulated strategies development (SRSD) model for writing (Harris, Graham, & Mason, 2006; Harris, Graham, Mason, & Friedlander, 2008) and the text structure strategy based reading comprehension instruction (Meyer et al., 2010; Wijekumar et al., 2014) are focusing their energies on solving challenges in the classroom through systematic research showing strong results for both writing and reading comprehension.

Sub Unit

• Division C - Learning and Instruction / Division C - Section 1a: Literacy

Chair

• R. Malatesha Joshi, Texas A&M University

Papers

• We-Write Persuasively: A Journey Toward Effective Teacher-Managed Web-Supported Writing Instruction With Fifth-Grade Classrooms - Karen R. Harris, Arizona State University

• Transcription: A Key Capability Underlying Effective Writing - Teresa Limpo, University of Porto

• Using Text Structures and Writing to Impact Reading Comprehension With Upper Elementary-Grade Children - Michael Hebert, Vanderbilt University

• Fourth- and Fifth-Grade Struggling Readers Show Strong Improvements in Reading Comprehension When Taught the Structure Strategy Using a Web-Based Tutoring System - Kausalai K. Wijekumar, Texas A&M University - College Station

Discussant

• R. Malatesha Joshi, Texas A&M University