Daniel R Wissinger
Biographic Data
| ID | 9510032 |
|---|---|
| NAME | Daniel R Wissinger |
| GIVEN NAMES | Daniel R |
| FAMILY NAME | Wissinger |
| SIGNATURE | WISSINGER D R |
| AFFILIATIONS | Indiana University of Pennsylvania |
| ORCID | 0000-0003-3615-096X |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 0 |
The effects of historical reading and writing strategy instruction with fourth- through sixth-grade students
In this quasi-experimental study, 608 fourth-, fifth-, and sixth-grade students explored 5 historical investigations. In the experimental condition, teachers used a cognitive apprenticeship model to teach students historical reading and writing strategies. Comparison teachers used the same materials to deliver a business-as-usual form of instruction. Random assignment was at the individual level for fourth and fifth graders and at the classroom l…
Effects of Discipline-Specific Strategy Instruction on Historical Writing Growth of Students With Writing Difficulties
This article reports the results from a study investigating the effects of a discipline-specific reading and writing intervention (I3C/PROVE IT!) with fourth and fifth graders. Participants included 237 students with writing difficulties (WD) from an initial pool of 608 upper elementary school students in a larger study. Teachers and students were randomly assigned to I3C/PROVE IT! or business-as-usual conditions and then provided instruction on …
No prominent works on this page.
Effects of Discipline-Specific Strategy Instruction on Historical Writing Growth of Students With Writing Difficulties
This article reports the results from a study investigating the effects of a discipline-specific reading and writing intervention (I3C/PROVE IT!) with fourth and fifth graders. Participants included 237 students with writing difficulties (WD) from an initial pool of 608 upper elementary school students in a larger study. Teachers and students were randomly assigned to I3C/PROVE IT! or business-as-usual conditions and then provided instruction on …
The effects of historical reading and writing strategy instruction with fourth- through sixth-grade students
In this quasi-experimental study, 608 fourth-, fifth-, and sixth-grade students explored 5 historical investigations. In the experimental condition, teachers used a cognitive apprenticeship model to teach students historical reading and writing strategies. Comparison teachers used the same materials to deliver a business-as-usual form of instruction. Random assignment was at the individual level for fourth and fifth graders and at the classroom l…
Educator Training and Historical Pedagogy (2 works) · Linguistics (2 works) · Mathematics education (2 works) · Pedagogy (2 works) · Psychology (2 works) · Reading (process) (2 works) · Business as usual (1 work) · Developmental psychology (1 work) · Intervention (counseling) (1 work) · Learning disability (1 work)