The University of Queensland

Examining the Impact of an Integrated STEM and Writing-to-Learn Unit on Third Graders’ Writing Knowledge and Writing Performance

Gillespie Rouse, Amy, Sandoval, Ashley and Young, Murphy K. (2023). Examining the Impact of an Integrated STEM and Writing-to-Learn Unit on Third Graders’ Writing Knowledge and Writing Performance. The Hitchhiker's Guide to Writing Research. (pp. 97-118) Cham, Switzerland: Springer. doi: 10.1007/978-3-031-36472-3_6

Instruction for students with special needs

Gillespie Rouse, Amy (2019). Instruction for students with special needs. Best practices in writing instruction. (pp. 361-384) edited by S. Graham, C. MacArthur and M. Hebert. New York, NY, United States: Guilford Press.

Scientifically supported writing practices

Graham, Steve, Rouse, Amy Gillespie and Harris, Karen R. (2018). Scientifically supported writing practices. The Oxford handbook of educational psychology. (pp. 1-44) edited by Angela O'Donnell, Nicole C. Barnes and Johnmarshall Reeve. Oxford, United Kingdom: Oxford University Press. doi: 10.1093/oxfordhb/9780199841332.013.40

Teaching writing to adolescents: the use of evidence-based practices.

Gillespie Rouse, Amy and Graham, Steve (2017). Teaching writing to adolescents: the use of evidence-based practices.. Adolescent literacy: a handbook of practice-based research. (pp. 443-456) edited by Kathleen A. Hinchman and Deborah Appleman. New York, NY, United States: Guilford Press.

Best Practices in Writing Instruction for Students with Learning Disabilities

Gillespie Rouse, Amy and Graham, Steve (2016). Best Practices in Writing Instruction for Students with Learning Disabilities. Interventions in Learning Disabilities: A Handbook on Systematic Training Programs for Individuals with Learning Disabilities. (pp. 175-190) Cham, Switzerland: Springer. doi: 10.1007/978-3-319-31235-4_11

Effective and ineffective writing practices for students with disabilities

Gillespie Rouse, Amy and Collins, Alyson (2016). Effective and ineffective writing practices for students with disabilities. Instructional practices with and without empirical validity. (pp. 61-84) edited by Bryan G. Cook, Melody Tankersley and Timothey J. Landrum. Bingley, UK: Emerald Group Publishing. doi: 10.1108/S0735-004X20160000029004

Exploring relationships between pre-service teachers’ self-efficacy for writing and instruction provided in simulated elementary writing conferences

Gillespie Rouse, Amy, Young, Murphy K. and Gifford, Diane (2023). Exploring relationships between pre-service teachers’ self-efficacy for writing and instruction provided in simulated elementary writing conferences. Frontiers in Psychology, 14 1214086. doi: 10.3389/fpsyg.2023.1214086

A Synthesis of Reading Comprehension Interventions and Measures for Students with Autism Spectrum Disorder and Intensive Support Needs

Conner, Carlin, Allor, Jill H., Stewart, Jennifer, Kearns, Devin M. and Rouse, Amy Gillespie (2022). A Synthesis of Reading Comprehension Interventions and Measures for Students with Autism Spectrum Disorder and Intensive Support Needs. Review Journal of Autism and Developmental Disorders, 10 (4), 1-17. doi: 10.1007/s40489-022-00321-x

Taking the maker movement to school: A systematic review of preK-12 school-based makerspace research

Rouse, Rob and Rouse, Amy Gillespie (2022). Taking the maker movement to school: A systematic review of preK-12 school-based makerspace research. Educational Research Review, 35 100413, 1-14. doi: 10.1016/j.edurev.2021.100413

A meta-analysis on the effects of problem-posing in mathematics education on performance and dispositions

Wang, Min, Walkington, Candace and Rouse, Amy (2022). A meta-analysis on the effects of problem-posing in mathematics education on performance and dispositions. Investigations in Mathematics Learning, 14 (4), 265-287. doi: 10.1080/19477503.2022.2105104

Writing interventions for students with learning disabilities: a scoping review

Young, Murphy K., Rouse, Amy Gillespie and Datchuk, Shawn (2022). Writing interventions for students with learning disabilities: a scoping review. Learning Disabilities, 20 (2), 129-148.

International Perspectives on Spelling and Writing in Different Orthographies: Introduction to the Special Series

Joshi, R. Malatesha, Wijekumar, Kausalai and Gillespie Rouse, Amy (2021). International Perspectives on Spelling and Writing in Different Orthographies: Introduction to the Special Series. Journal of Learning Disabilities, 55 (2), 83-86. doi: 10.1177/00222194211059836

Writing-to-Learn in Elementary Classrooms: A National Survey of U.S. Teachers

Gillespie Rouse, Amy, Kiuhara, Sharlene A. and Kara, Yusuf (2021). Writing-to-Learn in Elementary Classrooms: A National Survey of U.S. Teachers. Reading and Writing, 34 (9), 2381-2415. doi: 10.1007/s11145-021-10148-3

Do Children Classified With Specific Language Impairment Have a Learning Disability in Writing? A Meta-Analysis

Graham, Steve, Hebert, Michael, Fishman, Evan, Ray, Amber B. and Gillespie Rouse, Amy (2020). Do Children Classified With Specific Language Impairment Have a Learning Disability in Writing? A Meta-Analysis. Journal of Learning Disabilities, 53 (4), 292-310. doi: 10.1177/0022219420917338

Constructing written arguments to develop fraction knowledge

Kiuhara, Sharlene A., Gillespie Rouse, Amy, Dai, Ting, Witzel, Bradley S., Morphy, Paul and Unker, Becky (2020). Constructing written arguments to develop fraction knowledge. Journal of Educational Psychology, 112 (3), 584-607. doi: 10.1037/edu0000391

Third graders' use of writing to facilitate learning of engineering concepts

Gillespie Rouse, Amy and Rouse, Rob (2019). Third graders' use of writing to facilitate learning of engineering concepts. Journal of Research in Science Teaching, 56 (10), 1406-1430. doi: 10.1002/tea.21581

Engineering Encounters: Authors and Engineers

Rouse, Rob and Gillespie Rouse, Amy (2019). Engineering Encounters: Authors and Engineers. Science and Children, 56 (6), 58-63. doi: 10.2505/4/sc19_056_06_58

Exploring differences in measurement and reporting of classroom observation inter-rater reliability

Wilhelm, Annie, Gillespie Rouse, Amy and Jones, Francesca (2019). Exploring differences in measurement and reporting of classroom observation inter-rater reliability. Practical Assessment, Research and Evaluation, 23 4. doi: 10.7275/at67-md25

Elementary Grade Intervention Approaches to Treat Specific Learning Disabilities, Including Dyslexia

Al Otaiba, Stephanie, Gillespie Rouse, Amy and Baker, Kristi (2018). Elementary Grade Intervention Approaches to Treat Specific Learning Disabilities, Including Dyslexia. Language, Speech, and Hearing Services in Schools, 49 (4), 829-842. doi: 10.1044/2018_lshss-dyslc-18-0022

Writing Interventions for Students With Learning Disabilities: Characteristics of Recent Research

Gillespie Rouse, Amy and Sandoval, Ashley (2018). Writing Interventions for Students With Learning Disabilities: Characteristics of Recent Research. Learning Disabilities: A Multidisciplinary Journal, 23 (2), 1-17. doi: 10.18666/ldmj-2018-v23-i2-8990

SRSD in Writing and Professional Development for Teachers: Practice and Promise for Elementary and Middle School Students with Learning Disabilities

Gillespie Rouse, Amy and Kiuhara, Sharlene A. (2017). SRSD in Writing and Professional Development for Teachers: Practice and Promise for Elementary and Middle School Students with Learning Disabilities. Learning Disabilities Research & Practice, 32 (3), 180-188. doi: 10.1111/ldrp.12140

Writing to learn in science: Effects on Grade 4 students' understanding of balance

Gillespie Rouse, Amy, Graham, Steve and Compton, Donald (2016). Writing to learn in science: Effects on Grade 4 students' understanding of balance. The Journal of Educational Research, 110 (4), 366-379. doi: 10.1080/00220671.2015.1103688

The relationship of discourse and topic knowledge to fifth graders' writing performance

Olinghouse, Natalie G., Graham, Steve and Gillespie, Amy (2015). The relationship of discourse and topic knowledge to fifth graders' writing performance. Journal of Educational Psychology, 107 (2), 391-406. doi: 10.1037/a0037549

A meta-analysis of writing interventions for students with learning disabilities

Gillespie, Amy and Graham, Steve (2014). A meta-analysis of writing interventions for students with learning disabilities. Exceptional Children, 80 (4), 454-473. doi: 10.1177/0014402914527238

High school teachers use of writing to support students' learning: A national survey

Gillespie, Amy, Graham, Steve, Kiuhara, Sharlene and Hebert, Michael (2014). High school teachers use of writing to support students' learning: A national survey. Reading and Writing, 27 (6), 1043-1072. doi: 10.1007/s11145-013-9494-8

Fifth-grade students' knowledge about writing process and writing genres

Gillespie, Amy, Olinghouse, Natalie G. and Graham, Steve (2013). Fifth-grade students' knowledge about writing process and writing genres. Elementary School Journal, 113 (4), 565-588. doi: 10.1086/669938

Comparing effects of different writing activities on reading comprehension: A meta-analysis

Hebert, Michael, Gillespie, Amy and Graham, Steve (2013). Comparing effects of different writing activities on reading comprehension: A meta-analysis. Reading and Writing, 26 (1), 111-138. doi: 10.1007/s11145-012-9386-3

Writing: Importance, development, and instruction

Graham, Steve, Gillespie, Amy and McKeown, Debra (2013). Writing: Importance, development, and instruction. Reading and Writing, 26 (1), 1-15. doi: 10.1007/s11145-012-9395-2

Stressors and life goals of caregivers of individuals with disabilities

Raver, Sharon A., Michalek, Anne P. M. and Gillespie, Amy M. (2011). Stressors and life goals of caregivers of individuals with disabilities. Journal of Social Work in Disability and Rehabilitation, 10 (2), 115-128. doi: 10.1080/1536710X.2011.571536

Becoming a writer: Examining preschoolers' interactions, modes of participation, and use of resources at a science writing center

Gillespie, Amy and Rowe, Deborah W. (2012). Becoming a writer: Examining preschoolers' interactions, modes of participation, and use of resources at a science writing center.