ACT. (2005). Crisis at the core: Preparing all students for college and work. Retrieved from http://www.act.org/research/policymakers/pdf/crisis_report.pdf
Berninger V, Abbott R, Whitaker D, Sylvester L, Nolen S. Integrating low-level skills and high-level skills in treatment protocols for writing disabilities. Learning Disability Quarterly. 1995;18:293–309.
Berninger V, Abbott R, Abbott S, Graham S, Richards T. (2002). Writing and reading: Connections between language by hand and language by eye. Journal of Learning Disabilities, 35, 39–56.
Cahill, S. M. (2009). Where does handwriting fit in? Intervention in School and Clinic, 44, 223-228.
De La Paz, S. & Graham, S. (2002). Explicitly teaching strategies, skills, and knowledge: Writing instruction in middle school classrooms. Journal of Educational Psychology, 94(4), 687. doi:10.1037//0022-06126.96.36.1997
National Governors Association Center for Best Practices, Council of Chief State School Officers. (2010). Common Core State Standards. Retrieved from: http://www.corestandards.org/read-the-standards/
Coker, D.L., & Lewis, W.(2008).Beyond Writing Next: A discussion of writing research and instructional uncertainty. Harvard Educational Review, 78(1), 231-251.
Comber, B., Thomson, P., & Wells, M. (2001). Critical Literacy Finds a “Place”: Writing and Social Action in a Low-Income Australian Grade 2/3 Classroom. The Elementary School Journal, 101(4), 451-464
Elbow, P. (1993). The war between reading and writing: And how to end it. Rhetoric Review, 12(1), 5-24.
Graham, S. & Harris, K.R., (2005). Improving the writing performance of young struggling writers. The Journal of Special Education, 39, 19-33.
Graham, S., Harris, K. R., & Larsen, L. (2001). Prevention and intervention of writing difficulties for students with learning disabilities. Learning Disabilities Research & Practice, 16(2), 74-84.
Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high schools–A report to Carnegie Corporation of New York. Washington, DC: Alliance for Excellent Education.
Harris, A. H. (2006). Does expressive writing reduce healthcare utilization? A meta-analysis of randomized trials. Journal of Consulting and Clinical Psychology, 74, 243‐252.
Monroe, B. W., & Troia, G. A. (2006). Teaching writing strategies to middle school students. with disabilities. Journal of Educational Research, 100, 21-33.
National Center for Education Statistics. (2003). Remedial Education at Degree- Granting Postsecondary Institutions in Fall 2000 (NCES 2004-010), Institute of Education Sciences, U.S. Department of Education, Washington, D.C.
National Center for Education Statistics. (2012).
The Nation’s Report Card: Writing 2011 (NCES 2012–470).
Institute of Education Sciences, U.S. Department of Education, Washington, D.C.
National Commission on Writing (for America’s Families, Schools, and Colleges). (2004). Writing: A ticket to work or a ticket out: A survey of business leaders. New York, NY: College Entrance Examination Board.
National Commission on Writing (for America’s Families, Schools, and Colleges). (2006). Writing and school reform. New York, NY: College Entrance Examination Board.
Reid R, Lienemann, T.O. (2006). Self-regulated strategy development for written expression with students with attention deficit/hyperactivity disorder. Exceptional Children, 73, 53–68.
Saddler, B., & Asaro-Saddler, K. (2013). Response to intervention in writing: A suggested framework for screening, intervention, and progress monitoring. Reading & Writing Quarterly: Overcoming Learning Difficulties, 29(1), 20-43.
Salahu-Din, D., Persky, H., & Miller, J. (2008). The nation’s report card: Writing 2007 (NCES 2008– 468). Washington, DC: National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education.
Santangelo, T., & Olinghouse, N. G. (2009). Effective writing instruction for students who have writing difficulties. Focus on Exceptional Children, 42(4), 1-20.
Schumaker, J.B., & Deshler, D.D. (2009). Adolescents with Learning Disabilities as Writers: Are We Selling Them Short? Learning Disabilities Research & Practice, 24(2), 81-92.
Swanson, H. & Hoskyn, M. (2001). Instructing adolescents with learning disabilities: A component and composite analysis. Learning Disabilities Research & Practice, 16(2), 109-119.
Torrence, M. & Galbraith, D. (2006). The processing demands of writing. In C.A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of Writing Research (67-80). New York, NY: The Guilford Press.
Troia, G. (2014). Evidence-based practices for writing instruction (Document No. IC-5). Retrieved from University of Florida, Collaboration for Effective Educator, Development, Accountability, and Reform Center website: http://ceedar.education.ufl.edu/tools/innovation-configuration/