Steve Graham

Mary Emily Warner Professor

Steve Graham is the Warner Professor in the Division of Leadership and Innovation in Teachers College. For over 30 years he has studied how writing develops, how to teach it effectively, and how writing can be used to support reading and learning. In recent years, he has been involved in the development and testing of digital tools for supporting writing and reading through a series of grants from the Institute of Educational Sciences and the Office of Special Education Programs in the U.S. Department of Education. His research involves typically developing writers and students with special needs in both elementary and secondary schools, with much of this occurring in classrooms in urban schools.  

Steve is the former editor of Exceptional Children, Contemporary Educational Psychology, Journal of Writing Research, Focus on Exceptional Children, and he is the current editor of the Journal of Educational Psychology. He is the co-author of the Handbook of Writing Research, Handbook of Learning Disabilities, APA Handbook of Educational Psychology, Writing Better, Powerful Writing Strategies for All Students, and Making the Writing Process Work. He is also the author of three influential Carnegie Corporation reports: Writing Next, Writing to Read, and Informing Writing.

Steve has served as an advisor to a variety of organizations, including UNESCO, National Institute of Health, National Writing Project, and the What Works Clearinghouse. He was the chair of the What Works Clearinghouse guide Teaching Elementary School Students to be Effective Writers, and he is currently chairing a similar What Works Clearinghouse guide for teaching writing at the secondary level. Steve was a member of the National Research Conference committee on adolescent and adult literacy. He has provided background information for a wide variety of magazine, newspaper, television, and radio reports including National Geographic, Time, Newsweek, La Monde, New York Times, Wall Street Journal, Washington Post, USA Today, National Public Radio, CBS Sunday Morning News, and NBC Today Show.

He is the recipient of the Career Research Award from the International Council for Exceptional Children (CEC), the Kauffman-Hallahan Distinguished Researcher Award from the Division of Research (CEC), Samuel A. Kirk Award from the Division of Learning Disabilities (CEC), Distinguished Researcher Award from the Special Education Special Interest Group of the American Education Research Association, J. Lee Weiderhot Lecture Award from the Council of Learning Disabilities, and the Don Johnston Literacy Lectureship Award for career contributions to literacy. He also received an award from the Mary Lou Fulton Teachers College at ASU in 2015 for Outstanding Research with Sustained Impact. The award that is closest to his heart, though, is Distinguished Alumni Award from Valdosta State University, as his mother was able to participate in the awards ceremony and it took place in his hometown of Valdosta, Georgia.

Steve is a Fellow of the American Educational Research Association, a Fellow of Division 15 (Educational Psychology) of the American Psychological Association, as well as a Fellow of the International Academy for Research in Learning Disabilities.

He is an avid basketball fan and movie buff. 

Research Interest
  • My research mostly involves students' writing, but it also focuses on reading, reading and writing connections, and self-regulation.

    I apply multiple methodologies in my work which include intervention research that involves randomized control designs, quasi-experiments, design experiments, and single participant designs; meta-analysis; survey research, development and testing of assessment instruments, correlational research, as well as testing of theoretical models.

Research Expertise
  • Assessment
  • At-Risk Students
  • Cognitive Processes/Development
  • Comprehension
  • Effect Size
  • Efficacy
  • Evidence Based Education
  • Instructional Practices
  • Literacy
  • Meta-Analysis
  • Reading
  • Special Education
  • Teaching and Learning
  • Writing
Awards
  • Award Title: 

    2015 Kauffman-Hallahan Distinguished Researcher Award

    Presented by: 

    Council for Exceptional Children, Division for Research

    Award Description: 

    This award recognizes individuals or research teams whose research has resulted in more effective services or education for exceptional individuals. Recipients of this award are recognized for both the creation of a research base and the work done to translate this research into practice.

  • Award Title: 

    Outstanding Research with Sustained Impact

    Presented by: 

    Mary Lou Fulton Teachers College, ASU
  • Award Title: 

    Fellow, APA Division 15, Educational Psychology

    Presented by: 

    American Psychological Association
  • Award Title: 

    Fellow, AERA

    Presented by: 

    American Educational Research Association

    Award Description: 

    Recognition for career contributions to educational research.

  • Award Title: 

    J. Lee Weiderholt Distinguished Lecturer Award

    Presented by: 

    Council for Learning Disabilties

    Award Description: 

    Teachers College professor Steve Graham received the J. Lee Weiderholt Distinguished Lecturer Award from the Council for Learning Disabilities for his research contributions in the study of learning disabilities. The award was presented at the Council's 34th Annual Conference on Learding Disabilities, held in Austin, TX, October 10-11, 2012, where Dr. Graham was a featured keynote speaker.

Selected Work
  • Type: 

    Journal article

    Citation: 

    Harris, K. R., Graham, S., & Adkins, M.  (2015).  Practice-based professional development and Self-Regulated Strategy Development for Tier 2 at-risk writers in second grade. Contemporary Educational Psychology, 40, 5-16. http://dx.doi.org/10.1016/j.cedpsych.2014.02.003

  • Type: 

    Journal article

    Citation: 

    Festas, I, Oliveira, A., Rebelo, J, Damião, M., Harris, K.R., & Graham, S. (2015). The effects of self-regulated strategy development (SRSD) on the writing performance of eighth grade Portuguese students. Contemporary Educational Psychology, 40, 17-27.

  • Type: 

    Book

    Citation: 

    Graham, S., MacArthur, C., & Fitzgerald, J. (2013). Best practices in writing instruction (Second Edition). NY: Guilford.

  • Type: 

    Book

    Citation: 

    Swanson, L., Harris, K. R., & Graham, S. (2013). Handbook of learning disabilities (Second Edition).  NY: Guilford.

  • Type: 

    Book

    Citation: 

    Harris, K. R., Graham, S., & Urdan, T. (2012). APA Educational Psychology Handbook  (3 Volumes). Washington, D.C.: American Psychological Association.

  • Type: 

    Journal article

    Citation: 

    Graham, S., Kiuhara, S., McKeown, D., & Harris, K.R. (2012). A meta-analysis of writing instruction for students in the elementary grades. Journal of Educational Psychology, 104, 879-896.
     

  • Type: 

    Journal article

    Citation: 

    Graham, S., & Hebert, M. (2011). Writing-to-read: A meta-analysis of the impact of writing and writing instruction on reading. Harvard Educational Review, 81, 710-744.
     

  • Type: 

    Journal article

    Citation: 

    Harris, K.R., & Graham, S. (2016). Self-regulated strategy development in writing: Policy implications of an evidence-based practice. Policy Insights from the Behavioral and Brain Sciences, 3. DOI: http://bbs.sagepub.com/cgi/reprint/2372732215624216v1.pdf?ijkey=SgqI7iI7...

Editorships
Selected Presentations
  • Date presented: 

    August, 2015

    Citation: 

    Harris, K. R., Wijekumar, & Graham, S. (August, 2015). The role of technology in disseminating an evidence-based practice: Beginning efforts, promises, and early lessons learned. Symposium on the role of psychology in disseminating psychology, American Psychological Association. Toronto, CA. August, 2015.

  • Date presented: 

    April, 2015

    Citation: 

    Graham, S., & Harris, K.R. (2015, April). Meta-Analysis of Writing Practices: Grades 1 to 12.  Paper presentation at the Annual Meeting of the American Educational Research Association, Chicago, IL

  • Date presented: 

    April, 2015

    Citation: 

    Harris, K.R., Graham, S., & Adkins, M. (2015, April). Practice-Based Professional Development for Self-Regulated Strategy Development with At-Risk Writers in Second Grade. Paper presentation at the Annual Meeting of the American Educational Research Association, Chicago, IL.

  • Date presented: 

    April, 2015

    Citation: 

    Graham, S., & Harris, K.R. (2015, April). Structured Scenario Based Assessments as Tools to Support Best Practices in Reading/Writing Instruction. Discussant for symposium presentations at the Annual Meeting of the American Educational Research Association, Chicago, IL.

  • Date presented: 

    March, 2015

    Citation: 

    Graham, S. Evidence-based Writing Practices. Keynote at the Association of Primary Education (ASPE) Primary Curriculum Seminar Series, London, England. March 2015.

  • Date presented: 

    December, 2014

    Citation: 

    Graham, S. (2014, December). Writing to Read: Practices for Students with Special Needs. Symposium at the Center for Special Needs Education Research and Practice, Graduate School of Education Department, and the Graduate School for International Development and Cooperation, Hiroshima University, Hiroshima, Japan. 

  • Date presented: 

    August, 2014

    Citation: 

    Graham, S. (2014, August). How to Conduct High-Quality Writing Intervention Research.  Keynote address at the 2014 International Conference on Writing Research, Amsterdam.