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Evidence-Based Resources in Print

Our instructional approach is based on strategy instruction and self-regulation. 

We are also interested in professional and research collaborations. Such collaborations can benefit teachers’ instruction and students’ writing achievement. Further, such collaborations can advance the knowledge of the research community on “what works” in real setting and with real students long-term!

Contact us if you are interested in scheduling a workshop or a series of workshops at your school/college or at your school district.



Developing Strategic Writers: Relevant Research and Publications



MacArthur, C. A., Traga Philippakos, Z. A., May, H., & Compello, J. (2022). Strategy instruction with self-regulation in college developmental writing courses: Results from a randomized experiment. Journal of Educational Psychology. Advance online publication. 


Philippakos, Z. A. (2022). Genre and text structure instruction on writing and reading In Z. A. Philippakos, & S. Graham, (Eds). Writing and Reading Connections: Bridging Research and Practice (pp. 100-120). Guilford Press.

Traga Philippakos, Z. A. (2022). Guidelines for effective professional development on genre-based strategy instruction: Principals’ voices. Journal of Education. (202)4, 534-542,


Traga Philippakos, Z. A. & MacArthur, C. A. (2022). Reading and writing in the genres: Developing critical thinkers, writers, and readers. In T. Hodges, (Ed). Handbook of Research on Writing Instruction for Equitable and Effective Teaching. (pp. 80-103). IGI-Global.


Traga Philippakos, Z. A & Ross, R., & Summers, J., (2022, Online first). Promoting ongoing partnerships in family literacy through yearlong collaborations. Early Childhood Education Journal. 


Traga Philippakos, Z. A (2022). Teachers’ use and modification of genre-based strategies in writing: Application after the completion of research studies. Journal of Education.


Traga Philippakos, Z. A. (2022). Developing strategic learners: Collaborative reasoning with strategy instruction to scaffold debates and support written arguments. Language and Literacy Spectrum. 32(1), 1-24. 

Traga Philippakos, Z. A., Wang, C. & MacArthur, C. A. (2022). Confirmatory factor analysis of a motivation scale on goals, self-efficacy, beliefs, and affect with college composition and basic writing students. Journal of Learning Disabilities. 



Philippakos, Z. A. (2021). Writing-reading integration. In S. Parsons, & M. Vaughn, (Eds). Principles of effective literacy instruction. (pp. 163-180). New York: Guilford Press.


Philippakos, Z. A. & MacArthur, C. A. (2021). Design Based Research in English Language Arts. In Zoi A. Philippakos, Antony Pellegrino, & Emily Howell (Eds). Design Based Research in Education (pp. 103-126). New York: Guilford Press.


Traga Philippakos, Z. A. (2021). Think Aloud Modeling: Expert and Coping Models in Writing Instruction and Literacy Pedagogy, The Language and Literacy Spectrum: 31(1), 1-28. 


Traga Philippakos, Z. A., Mathison, H., & Piccerno, K. (2021). Strategies for problem solving, reading, and writing across the curriculum. Educational Practice and Theory. 43(1), 41-55.

Traga Philippakos, Z. A., & MacArthur, C. A., S. (2021). Examination of genre-based strategy instruction in middle school English Language Arts and science. 94(4), 151-158. The Clearinghouse.


Traga Philippakos, Z.A. & Moore, N. (2019). Formative assessment on writing. In Christie Martin, Drew Polly, & Richard Lambert (Eds). Handbook of Research on Formative Assessment in Pre-K through Elementary Classrooms. (pp. 282-306). IGI-Global.  


Traga Philippakos, Z. A., & Voggt, A. (2021). The effects of a virtual professional development model on teachers’ instruction and the quality of second graders’ procedural writing. Reading and Writing: An Interdisciplinary Journal. 34(1), 1791-1822. 




Traga Philippakos, Z. A. (2020). A yearlong, professional development model on genre-based strategy instruction on writing. The Journal of Educational Research. 113(3), 177-190.


Traga Philippakos, Z. A. (2020). Supporting students’ and teachers’ goal setting to develop self-regulated, strategic learners. American Reading Forum. Yearbook 41(1), 42-57. 


Traga Philippakos, Z. A. (2020). Developing strategic learners: Supporting self-efficacy through goal setting and reflection. The Language and Literacy Spectrum. 30(1), 1-24.


Traga Philippakos, Z. A., & MacArthur, C. A. (2020). Integrating collaborative reasoning and strategy instruction to improve second graders’ opinion writing. Reading & Writing Quarterly. 36(4), 379-395.




Traga Philippakos, Z. (2019). Effects of strategy instruction with an emphasis on oral language and dramatization on the quality of first graders’ procedural writing. Reading & Writing Quarterly, 35(5), 409-426. DOI: 10.1080/10573569.2018.1547233


Traga Philippakos, Z. A. (2019). Sentence construction: Supporting elementary students’ editing skills. Language and Literacy Spectrum. 1(29), 1-23.


Traga Philippakos, Z. A., & MacArthur, C. A., & Narvaiz, S. (2019). Middle school English language arts: Design and implementation of a unit on argument using genre-based strategy instruction. American Reading Forum Yearbook, 40(1), 1-29. 


Traga Philippakos, Z. A., Munsell, S. & Robinson, L., (2019). Combining strategy instruction and principles of dialogic pedagogy to support primary-grade students’ story writing: Results from cycle 1 of design research. Literacy Research and Instruction. 58(4), 253-271. 


Traga Philipakos, Z. A., Williams, L., McLurg, G., Robinson, L., & Munsell, S.  (2019). Writing in Science: Integrating writing Strategy Instruction across the curriculum. Association of Literacy Educators and Researchers Yearbook: Educating for a Just Society. 41(1),  353- 374.


Traga Philippakos, Z. A. & MacArthur, C. A. (2019). Writing strategy instruction for low-skilled postsecondary students. In Perin, D. (Ed.). Wiley Handbook of Adult Literacy (pp. 495- 516). New York: Wiley. 




Philippakos, Z. (2018). Using a task analysis process for reading and writing assignments. Reading Teacher, 72(1), 107–114. doi:10.1002/trtr.1690


Philippakos, Z. A., Overly, M. Riches, C., Grace, L. & Jones, W. (2018). Supporting professional development on writing strategy instruction: Listening to the voices of collaborators as carriers of change. School-University Partnerships. 


Traga Philippakos & Fitzpatrick, (2018). A proposed tiered model of assessment in writing instruction: Supporting all student-writers. Insights into Learning Disabilities: From prevailing theories to validated approaches, 55(2), 149-174. 


Traga Philippakos, Z., Macarthur, C., & Munsell, S. (2018). Collaborative reasoning with strategy instruction for opinion writing in primary grades: Two cycles of design research. Reading & Writing Quarterly, 34(6), 485-504,


Traga Philippakos, Z. A., Munsel., S. & Robinson, L. (2018). Supporting primary students’ story writing by including retellings, talk, and drama with strategy instruction. The Language and Literacy Spectrum 1(28), 1-22.


Macarthur, C., Jennings, A., & Philippakos, Z. (2018). Which linguistic features predict quality of argumentative writing for college basic writers, and how do those features change with instruction? Reading and Writing, 32(6). 1553-1574. doi:10.1007/s11145-018-9853-6


Traga Philippakos, Z. A., MacArthur, C.A., & Munsell, S. (2018). College student writers’ use and modification of planning and evaluation strategies after a semester of instruction. Journal of Adolescent & Adult Literacy, 63(2), 301-310. 



Philippakos, Z. A. (2017). Giving Feedback: Preparing students for peer review and self-evaluation. The Reading Teacher, 71(1) 13-22. 


Philippakos, Z. A. (2017). The use of responses to reading as a vehicle to opinion writing in the primary grades. The Language and Literacy Spectrum 1(27), 1-23. 


Philippakos, Z. A., & MacArthur, C. A. (2016a). The effects of giving feedback on the persuasive writing of fourth- and fifth-grade students. Reading Research Quarterly, 51(4), 419-433. 


Philippakos, Z. A., & MacArthur, C. A. (2016b). The use of genre-specific evaluation criteria for revision. Language and Literacy Spectrum, 2(1), 41-52. 


Blake, M., Macarthur, C., Mrkich, S., Philippakos, Z., & Sancak-Marusa, I. (2016). Self-regulated strategy instruction in developmental writing courses: How to help basic writers become independent writers. Teaching English in the Two Year College, 44(2), 158–175. Retrieved from 


MacArthur, C. A., Philippakos, Z. A., & Graham, S. (2016). A multi-component measure of writing motivation with basic college writers. Learning Disability Quarterly, 39(1), 31-43. DOI: 10.1177/0731948715583115. 



MacArthur, C. A., Philippakos, Z. A. & Ianetta, M. (2015). Self-regulated strategy instruction in college developmental writing: Journal of Educational Psychology, 107(3), 855-867. MacArthur, C.A., & Traga Philippakos, Z.A. (2022). Supporting students’ writing from sources at college entry. In T. Hodges, (Ed). Handbook of Research on Writing Instruction for Equitable and Effective Teaching. (pp. 338-358). IGI-Global. 



MacArthur, C. A., & Philippakos, Z. A. (2013). Self-regulated strategy instruction in developmental writing: A Design research project. Community College Review, 41(2), 176-195. doi:10.1177/0091552113484580. 




MacArthur, C. A., & Philippakos, Z. A. (2012). Strategy instruction with college basic writers: A design study. In Gelati, C., Arfé, B., & Mason, L. (Eds.), Issues in writing research (pp. 87-106). Padova: CLEUP.

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