Effects of Discipline-Specific Strategy Instruction on Historical Writing Growth of Students With Writing Difficulties
Bibliographic Data
| ID | 21350053 |
|---|---|
| Authors | Daniel R Wissinger (0000-0003-3615-096X, Indiana University of Pennsylvania, corresponding author), Susan De La Paz (0000-0003-3053-1825, University of Maryland, College Park) |
| Year | 2020 |
| Volume | 53 |
| Issue | 3 |
| Pages | 199-212 |
| Publication date | 2020-05-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Learning Disabilities (JOURNAL) |
| Journal identifiers | ISSN: 0022-2194 • E-ISSN: 1538-4780 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0022219420904343 |
| PMID | 32028833 |
| OpenAlex | W3004514486 |
| Language | EN |
| Citations received | 4 |
| References cited | 38 |
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 or business-as-usual conditions and then provided instruction on reading historical documents and writing evidence-based arguments. Findings indicated that over a period of almost 3 months, the historical writing growth trajectories of students with WD in I3C/PROVE IT! classrooms were significantly greater than their peers in business-as-usual classrooms. Significant findings favoring I3C/PROVE IT! students also generalized to domain-general measures. This study provides evidence for the benefits of discipline-specific interventions in social studies for students with WD. Limitations and directions for future research are discussed
Business as usual · Developmental psychology · Intervention (counseling) · Learning disability · Linguistics · Mathematics education · Pedagogy · Psychological intervention · Reading (process) · Educator Training and Historical Pedagogy · Psychology · Reading and Literacy Development · Writing and Handwriting Education
Multilevel Analysis
A probability-based measure of effect size
Hierarchical linear models
The effects of historical reading and writing strategy instruction with fourth- through sixth-grade students
Some Results on Reliability for the Longitudinal Measurement of Change
Reading Like a Historian
Teaching Disciplinary Literacy to Adolescents
Foregrounding the Disciplines in Secondary Literacy Teaching and Learning
Developing Historical Reading and Writing With Adolescent Readers
Improving Reading Comprehension and Social Studies Knowledge in Middle School
A Historical Writing Apprenticeship for Adolescents
Qualities of Historical Writing Instruction
| Citations per year | 1 |
|---|---|
| Citation span | 2022 - 2024 (3) |
| Highly cited | No |