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Profile Steve
Graham is a professor of special education at the University of Maryland
at College Park, where he teaches courses on writing and reading
instruction. His interest in literacy instruction began when he discovered
that many of the high school students that he taught were unable or
unwilling to complete classroom assignments involving writing or reading.
This experience served as a spark that eventually lead to a teaching
position in an elementary school where he taught writing and reading to
children with learning disabilities and other students receiving special
education services. He received his Ed.D. from the University of Kansas,
where his studies focused on learning disabilities and literacy
instruction. Following the completion of his doctorate, he was a member of
the special education faculties at Auburn University and Purdue
University, before moving to his present position at the University of
Maryland. Graham’s
research has focused primarily on identifying the factors that contribute
to the development of writing difficulties; the development and validation
of effective procedures for teaching planning, revising, and the mechanics
of writing to struggling writers; and the use of technology to enhance
writing performance and development. One outcome of this focus has been
the development of an instructional approach in writing, known as
Self-Regulated Strategy Development (SRSD). SRSD provides a
mechanism to help students in the development of higher level cognitive
processes involved in written language, the capability to monitor and
manage their own writing, and positive attitudes about writing and
themselves as writers. He has also started exploring methods for
preventing writing difficulties, focusing on the effects of supplemental
handwriting and spelling instruction in the early primary grades to
children experiencing difficulty mastering the writing process. Selected Recent Publications
Graham, S., Harris, K. R., & Fink, B. (in press).
Is handwriting causally related to learning to write?
Treatment of handwriting problems in beginning writers.
Journal of Educational Psychology.
Graham, S. (2000). Should
the natural learning approach replace traditional spelling instruction.
Journal of Educational Psychology, 92, 235-247.
Graham, S., & Harris, K. R. (2000).
The role of self-regulation and transcription skills in writing and
writing development. Educational
Psychologist, 35, 3-12.
Page-Voth, V., & Graham, S.
(1999). Effects of
goal setting and strategy use on the writing performance and
self‑efficacy of students with writing and learning problems.
Journal of Educational Psychology, 91, 230-240.
Recent Grants Title:
Research institute to accelerate learning for children with
disabilities with Investigators:
Steve Graham and Karen Harris Collaborating
Universities: Vanderbilt University & Columbia University Funding Organization: U.S. Dept. of Education, Office of Special Education Programs Dates: January, 1999 - December, 2003 Total
Amount:
$807,250 Title: Doctoral Preparation in learning disabilities Investigators:
Deborah Speece, Steve Graham, and Karen Harris Funding
Organization:
U. S. Dept. of Education, Office of Special Education Programs Dates: 1997-2001 Total
Amount:
$820,000 Title:
A
comparison of the effects of proleptic versus direct strategy instruction
on the Investigators:
Steve
Graham and Gary Troia Funding
Organization:
U.S. Dept. of Education, Office of Special Education Programs Dates: 1997-1998 Total
Amount:
$19,105. Title:
An analysis of the effects of dictation and planning
instruction on the writing of Investigators:
Steve Graham and Sue De La Paz Funding
Organization:
U.S. Dept. of Education, Office of Special Education Programs Dates: 1995 Total
Amount:
$17,900
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Last modified 04 April, 2001
© 2000
University of Maryland
