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This 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).

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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 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-Ramon and Jesus N. Garcia


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 Begona Lopez-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 Martinez, Mar Mateos, and Elena Martin


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 Martinez, Mar Mateos, and Elena Martin


9 Analysis of Instructional Programs in Different Academic Levels for Improving Self-Regulated Learning SRL through Written Text
Pedro Rosario, Jose Carlos Nunez, Celestino Rodriguez, Rebeca Cerezo, Estrella Fernandez, Ellian Tuero, and Julia Hoegemann


E-chapter 9 Promoting Self-Regulatory Skills in Writing Using a Story-Toll
Julia Hoegemann, Pedro Rosario, Jose Carlos Nunez, Celestino Rodriguez, 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