PUBLICATIONS

Developing Strategic Writers: Relevant Research and Publications

 

2022

​

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. https://doi.org/10.1037/edu0000705 

 

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, https://doi.org/10.1177/00220574211002192

 

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. https://doi.org/10.1007/s10643-022-01404-4 

 

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. https://doi.org/10.1177/00220574221077980

 

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. https://digitalcommons.buffalostate.edu/lls/vol32/iss1/3/ 

​

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. https://doi.org/10.1177/00222194211053238 

​

2021

 

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. https://digitalcommons.buffalostate.edu/lls/vol31/iss1/1 

 

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.  https://doi.org/10.7459/ept/43.1.04

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. https://doi.org/10.1080/00098655.2021.1894082

 

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. https://doi.org/10.1007/s11145-021-10120-1 

 

2020

 

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. https://doi.org/10.1080/00220671.2020.1767531

 

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.

https://doi.org/10.1080/10573569.2019.1650315

 

2019

 

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. 

 

2018

 

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. https://search.proquest.com/openview/799ecb702d7b534e8e275de783e2ea86/1?pq-origsite=gscholar&cbl=4527887 

 

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, https://doi.org/10.1080/10573569.2018.1480438

 

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. 

 

2017

​

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. 

​

2016

​

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 http://search.proquest.com/docview/1857283779/ 

 

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. 

​

2015

 

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. 

 

2013

​

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. 

 

2012

 

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.