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The Relationship of Discourse and Topic Knowledge to Fifth Graders' Writing Performance

Journal of educational psychology, 2015-05, Vol.107 (2), p.391-406

2015

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The relationship between vocabulary and writing quality in three genres

Reading & writing, 2013, Vol.26 (1), p.45-65

2013

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Syntactic complexity measures: variation by genre, grade-level, students’ writing abilities, and writing quality

Reading & writing, 2020-12, Vol.33 (10), p.2577-2638

2020

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The Relationship Between the Discourse Knowledge and the Writing Performance of Elementary-Grade Students

Journal of educational psychology, 2009-02, Vol.101 (1), p.37-50

2009

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Framework for Disciplinary Writing in Science Grades 6-12: A National Survey

Journal of educational psychology, 2017-10, Vol.109 (7), p.935-955

2017

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Student- and instruction-level predictors of narrative writing in third-grade students

Reading & writing, 2008-02, Vol.21 (1-2), p.3-26

Olinghouse, Natalie G.

2008

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Fifth-Grade Students' Knowledge about Writing Process and Writing Genres

The Elementary school journal, 2013-06, Vol.113 (4), p.565-588

2013

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The Common Core State Standards and Evidence-Based Educational Practices: The Case of Writing

School psychology review, 2013-09, Vol.42 (3), p.343-357

2013

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Can Cognitive Writing Models Inform the Design of the Common Core State Standards?

The Elementary school journal, 2015-06, Vol.115 (4), p.480-497

2015

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The relationship between measures of vocabulary and narrative writing quality in second- and fourth-grade students

Reading & writing, 2009-05, Vol.22 (5), p.545-565

2009

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Examining Child and Word Characteristics in Vocabulary Learning of Struggling Readers

Scientific studies of reading, 2017-03, Vol.21 (2), p.133-145

2017

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Content and alignment of state writing standards and assessments as predictors of student writing achievement: an analysis of 2007 National Assessment of Educational Progress data

Reading & writing, 2018-04, Vol.31 (4), p.835-864

2018

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DEVELOPING CONTENT KNOWLEDGE IN STRUGGLING READERS: Differential Effects of Strategy Instruction for Younger and Older Elementary Students

The Elementary school journal, 2017-12, Vol.118 (2), p.232-256

2017

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Reconceptualizing Instruction for Writing in Science Using the WiS Co-Planning Tool

Teaching exceptional children, 2020-03, Vol.52 (4), p.210-221

2020

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Academic Standards for Writing: To What Degree Do Standards Signpost Evidence-Based Instructional Practices and Interventions?

The Elementary school journal, 2015-12, Vol.116 (2), p.291-321

2015

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The Neglected "R" in a Time of Common Core

The Reading teacher, 2014-03, Vol.67 (6), p.445-453

2014

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State Writing Assessment: Inclusion of Motivational Factors in Writing Tasks

Reading & writing quarterly, 2012-01, Vol.28 (1), p.97-119

2012

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"The relationship between the discourse knowledge and the writing performance of elementary-grade students": Correction to Olinghouse and Graham (2009)

Journal of educational psychology, 2009-05, Vol.101 (2), p.402-402

2009

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Preparing Students With Learning Disabilities for Large-Scale Writing Assessments

Intervention in school and clinic, 2013-11, Vol.49 (2), p.67-76

2013

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Monitoring Children with Reading Disabilities' Response to Phonics Intervention: Are There Differences between Intervention Aligned and General Skill Progress Monitoring Assessments?

Exceptional children, 2006-10, Vol.73 (1), p.90-106

2006

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Putting Transfer Back on Trial: Modeling Individual Differences in the Transfer of Decoding-Skill Gains to Other Aspects of Reading Acquisition

Journal of educational psychology, 2005-02, Vol.97 (1), p.55-69

2005

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Comparing the accuracy of different scoring methods for identifying sixth graders at risk of failing a state writing assessment

Assessing writing, 2016-01, Vol.27, p.11-23

2016

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Academic Standards for Writing

The Elementary school journal, 2015-12, Vol.116 (2), p.291-321

2015

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Academic Standards for Writing: To What Degree Do Standards Signpost Evidence-Based Instructional Practices and Interventions?

The Elementary school journal, 2015-12, Vol.116 (2), p.291

2015

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State Writing Assessment: Inclusion of Motivational Factors in Writing Tasks

Motivating Writers in Class, 2014, p.97-120

1, 2014

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The Relationship of Discourse and Topic Knowledge to Fifth Graders' Writing Performance

The relationship between vocabulary and writing quality in three genres

Syntactic complexity measures: variation by genre, grade-level, students’ writing abilities, and writing quality

The Relationship Between the Discourse Knowledge and the Writing Performance of Elementary-Grade Students

Framework for Disciplinary Writing in Science Grades 6-12: A National Survey

Student- and instruction-level predictors of narrative writing in third-grade students

Fifth-Grade Students' Knowledge about Writing Process and Writing Genres

The Common Core State Standards and Evidence-Based Educational Practices: The Case of Writing

Can Cognitive Writing Models Inform the Design of the Common Core State Standards?

The relationship between measures of vocabulary and narrative writing quality in second- and fourth-grade students

Examining Child and Word Characteristics in Vocabulary Learning of Struggling Readers

Content and alignment of state writing standards and assessments as predictors of student writing achievement: an analysis of 2007 National Assessment of Educational Progress data

DEVELOPING CONTENT KNOWLEDGE IN STRUGGLING READERS: Differential Effects of Strategy Instruction for Younger and Older Elementary Students

Reconceptualizing Instruction for Writing in Science Using the WiS Co-Planning Tool

Academic Standards for Writing: To What Degree Do Standards Signpost Evidence-Based Instructional Practices and Interventions?

The Neglected "R" in a Time of Common Core

State Writing Assessment: Inclusion of Motivational Factors in Writing Tasks

"The relationship between the discourse knowledge and the writing performance of elementary-grade students": Correction to Olinghouse and Graham (2009)

Preparing Students With Learning Disabilities for Large-Scale Writing Assessments

Monitoring Children with Reading Disabilities' Response to Phonics Intervention: Are There Differences between Intervention Aligned and General Skill Progress Monitoring Assessments?

Putting Transfer Back on Trial: Modeling Individual Differences in the Transfer of Decoding-Skill Gains to Other Aspects of Reading Acquisition

Comparing the accuracy of different scoring methods for identifying sixth graders at risk of failing a state writing assessment

Academic Standards for Writing

Academic Standards for Writing: To What Degree Do Standards Signpost Evidence-Based Instructional Practices and Interventions?

State Writing Assessment: Inclusion of Motivational Factors in Writing Tasks

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