Best Practices in Writing Instruction 2nd Edition

“This second edition, with chapters written by prominent researchers, shares the latest evidence-based practices in writing instruction and assessment. Literacy teachers and teacher educators will benefit from coverage of hot topics in writing, including the Common Core State Standards, writing instruction in a response-to-intervention framework, and teaching English language learners. This is a book for multiple audiences–educators can use the content to build a research-based writing program, while college and university instructors will find it a ‘must have’ for their courses.”–Natalie G. Olinghouse, PhD, Department of Educational Psychology, University of Connecticut

“The book provides a thorough and incisive consideration of new and effective practices in writing instruction, giving timely attention to the Common Core State Standards. This is a rich source for current research and best-practice guidelines that is sure to be of interest to people engaged in all aspects of writing instruction, including teaching, curriculum development, assessment, and research. It is a valuable text for both graduate and undergraduate courses.”–Joanna P. Williams, PhD, Department of Human Development, Teachers College, Columbia University

“Designed to drive classroom practice, this book has the potential to revolutionize how writing is taught in today’s schools and classrooms. The editors and contributors describe how instruction should evolve to meet the writing standards of the Common Core. The volume also addresses important writing skills and processes that are not addressed in the CCSS but are necessary for a balanced, comprehensive writing program. It distills a dense body of research into a highly readable synthesis of what is core and critical to K-12 writing instruction. For current or aspiring teachers–as well as administrators whose responsibilities include leading, supporting and developing teachers–this is a ‘must read.'”–Catherine D’Aoust, MS, Co-Director, University of California, Irvine Writing Project

“Designed to drive classroom practice, this book has the potential to revolutionize how writing is taught in today’s schools and classrooms. The editors and contributors describe how instruction should evolve to meet the writing standards of the Common Core. The volume also addresses important writing skills and processes that are not addressed in the CCSS but are necessary for a balanced, comprehensive writing program. It distills a dense body of research into a highly readable synthesis of what is core and critical to K/n-/12 writing instruction. For current or aspiring teachers – as well as administrators whose responsibilities include leading, supporting and developing teachers – this is a ‘must read.'” – Catherine D’Aoust, MS, University of California, USA

“This second edition, with chapters written by prominent researchers, shares the latest evidence-based practices in writing instruction and assessment. Literacy teachers and teacher educators will benefit from coverage of hot topics in writing, including the CCSS, writing instruction in a response-to-intervention framework, and teaching English language learners. This is a book for multiple audiences―educators can use the content to build a research-based writing program, while college and university instructors will find it a ‘must have’ for their courses.” – Natalie G. Olinghouse, PhD, University of Connecticut, USA

“The book provides a thorough and incisive consideration of new and effective practices in writing instruction, giving timely attention to the CCSS. This is a rich source for current research and best practice guidelines that is sure to be of interest to people engaged in all aspects of writing instruction, including teaching, curriculum development, assessment, and research. It is a valuable text for both graduate and undergraduate courses.” – Joanna P. Williams, PhD, Columbia University, USA

Steve Graham, EdD, is the Warner Professor in the Division of Educational Leadership and Innovation at Mary Lou Fulton Teachers College, Arizona State University. He is also Research Professor in the Learning Science Institute at the Australian Catholic University in Brisbane. Dr. Graham is editor of the Journal of Educational Psychology. He has coedited several books, including Handbook of Writing Research, Second Edition; Handbook of Learning Disabilities, Second Edition; and Best Practices in Writing Instruction, Second Edition; and is the coauthor of three influential Carnegie Corporation reports: Writing Next, Writing to Read, and Informing Writing. Dr. Graham has received numerous awards, including the Career Research Award from the Council for Exceptional Children (CEC), the Kauffman–Hallahan Distinguished Researcher Award from the CEC Division of Research, the Samuel A. Kirk Award from the CEC Division of Learning Disabilities, the Distinguished Researcher Award from the special education interest group of the American Educational Research Association (AERA), and the Wiederholt Distinguished Lecturer Award from the Council of Learning Disabilities. He is a fellow of the AERA and the International Academy for Research in Learning Disabilities.

Charles A. MacArthur, PhD, is Professor of Special Education and Literacy in the School of Education at the University of Delaware. His major research interests include writing development and instruction for struggling writers, development of self-regulated strategies, adult literacy, and applications of technology to support reading and writing. Currently he is coprincipal investigator of a research project evaluating a curriculum for college developmental writing courses based on self-regulated strategy instruction. He is coeditor of the Journal of Writing Research and serves on the editorial boards of several other journals. Dr. MacArthur has published over 100 articles and book chapters and coedited or coauthored several books, including Best Practices in Writing Instruction, Second Edition; Handbook of Writing Research, Second Edition; and Developing Strategic Writers through Genre Instruction.

Jill Fitzgerald, PhD, is Research Professor and Professor Emerita at The University of North Carolina at Chapel Hill. A former primary-grades teacher and reading specialist, she conducts research on literacy issues for multilingual learners, understanding text complexity, and vocabulary measurement. Dr. Fitzgerald is a member of the Reading Hall of Fame, a Fellow of the American Educational Research Association (AERA), and a recipient of research awards from Phi Delta Kappa, the International Reading Association, and the AERA. With more than 100 publications, she is associate editor of the Journal of Educational Psychology and serves on the editorial boards of several other journals. She has also been a review panelist for the Office of Education, the Institute of Education, the National Institutes of Health, and the National Institute for Literacy.