The following reference papers relate to improving writing and on parents as partners in the writing process.
Anderson, K. J., & Minke, K. M. (2007). Parent involvement in education: Toward an understanding of parents’ decision making. The Journal of Educational Research, 100(5), 311-323. https://doi.org/10.3200/JOER.100.5.311-323.
Barger, M. M., Kim, E. M., Kuncel, N. R., & Pomerantz, E. M. (2019). The relation between parents’ involvement in children’s schooling and children’s adjustment: A meta-analysis. Psychological Bulletin, 145(9), 855–890. https://doi.org/10.1037/bul0000201
Calkins, L. & Ehrenworth, M. (2016). Growing extraordinary writers: Leadership decisions to raise the level of writing across a school and a district. The Reading Teacher, 70(1), 7-18. https://doi.org/10.1002/trtr.1499.
Clark, C., Picton, I., Cole, A., & Bonafede, F. (2024). Children and young people’s writing in 2024. National Literacy Trust. https://literacytrust.org.uk/research-services/research-reports/children-and-young-peoples-writing-in-2024/.
Creely, E. (2020). Students as writers: Strengthening the agency of students as creative writers in the middle school. Literacy Learning: The Middle Years, 28(2), 7-18.
Graham, S. (2006). Writing. In P. Alexander & P. Winne (Eds.)., Handbook of educational psychology (pp. 457-478). Lawrence Erlbaum Associate Publishers.
Graham, S. (2019). Changing how writing is taught. Review of Research in Education, 43(1), 277-303. https://doi.org/10.3102/0091732X18821125.
Graham, S., Harris, K. R., Kiuhara, S. A., & Fishman, E. J. (2017). The Relationship among strategic writing behavior, writing motivation, and writing performance with young, developing writers. The Elementary School Journal, 118(1), 82-104. https://doi.org/10.1086/693009.
Hill, N. E., & Tyson, D. F. (2009). Parental involvement in middle school: A meta-analytic assessment of the strategies that promote achievement. Developmental Psychology, 45(3), 740–763. https://doi.org/10.1037/a0015362.
McGaw, B., Louden, W., & Wyatt-Smith, C. (2020). NAPLAN review final report. State of New South Wales (Department of Education), State of Queensland (Department of Education), State of Victoria (Department of Education and Training), & Australian Capital Territory. https://naplanreview.com.au/pdfs/2020_NAPLAN_review_final_report.pdf.
Rowe, D. W., Shimizu, A. Y. & Davis, Z. G. (2022). Essential practices for engaging young children as writers: Lessons from expert early writing teachers. The Reading Teacher, 75 (4), 485 – 494. https://doi.org/10.1002/trtr.2066.
Ryan, M. (2017). Writing reflexively: Students and teachers shaping texts and identities. In T. Cremin & T. Locke (Eds.), Writer identity and the teaching and learning of writing (pp. 200-218). Routledge.
Wagner, C. J. (2023). Reading identities across language contexts: The role of language of text and talk for multilingual learners. Journal of Early Childhood Literacy, 23(2), 317 – 343. https://doi.org/10.1177/146879842098175.
Willis, L-D. (2016). Exploring cogenerativity for developing a coteaching community of practice in a parent-teacher engagement project. International Journal of Educational Research, 80, 124-133. https://doi.org/10.1016/j.ijer.2016.08.009.
Yang, H. & Chen, Y. (2023). The impact of parental involvement on student writing ability: A meta-analysis. Education Sciences 13(7), 718. https://doi.org/10.3390/educsci13070718. .
Zumbrunn, S., Marrs, S., Broda, M., Ekholm, E., DeBusk-Lane, M. and Jackson, L. (2019). Toward a more complete understanding of writing enjoyment: A mixed methods study of elementary students. AERA Open, 5(2), 1-16. https://doi.org/10.1177/2332858419850792.