References: Extended Writing Opportunities

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References

Cohen, G. L., Garcia, J., Apfel, N., & Master, A. (2006). Reducing the racial achievement gap: A social-psychological intervention. Science, 313(5791), 1307-1310.

Graham, S., Harris, K. R., & Santangelo, T. (2015). Research-based writing practices and the common core: Meta-analysis and meta-synthesis. The Elementary School Journal, 115(4), 498-522.

Graham, S., and Hebert, M. A. (2010). Writing to read: Evidence for how writing can improve reading. A Carnegie Corporation Time to Act Report. Washington, DC: Alliance for Excellent Education.

Hohenshell, L. M., & Hand, B. (2006). Writing‐to‐learn strategies in secondary school cell biology: A mixed method study. International Journal of Science Education, 28(2-3), 261-289.

Kliewer, W., Lepore, S. J., Farrell, A. D., Allison, K. W., Meyer, A. L., Sullivan, T. N., & Greene, A. Y. (2011). A school-based expressive writing intervention for at-risk urban adolescents' aggressive behavior and emotional lability. Journal of Clinical Child & Adolescent Psychology, 40(5), 693-705.

Rosenshine, B. (2012). Principles of instruction: Research-based strategies that all teachers should know. American Educator, 36(1), 12-19.

Santangelo, T., & Olinghouse, N. G. (2009). Effective writing instruction for students who have writing difficulties. Focus on Exceptional Children, 42(4), 1-20.

Swanson, H. L., & Deshler, D. (2003). Instructing adolescents with learning disabilities: Converting a meta-analysis to practice. Journal of Learning Disabilities, 36(2), 124-135.