Literaturnachweis - Detailanzeige
Autor/inn/en | Wissinger, Daniel R.; De La Paz, Susan |
---|---|
Titel | Effects of Discipline-Specific Strategy Instruction on Historical Writing Growth of Students with Writing Difficulties |
Quelle | In: Journal of Learning Disabilities, 53 (2020) 3, S.199-212 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0022-2194 |
DOI | 10.1177/0022219420904343 |
Schlagwörter | Handwriting; Writing Difficulties; Grade 4; Grade 5; Elementary School Students; Teaching Methods; Intervention; Reading Instruction; Writing Instruction; Skill Development; Program Effectiveness; Social Studies; Content Area Writing; History; Faculty Development; Essays; Achievement Tests; Pennsylvania; Wechsler Individual Achievement Test Handschrift; Schreibstörung; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Teaching method; Lehrmethode; Unterrichtsmethode; Leseunterricht; Schreibunterricht; Kompetenzentwicklung; Qualifikationsentwicklung; Gemeinschaftskunde; Schriftliche Übung; Geschichte; Geschichtsdarstellung; Essay; Aufsatzunterricht; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; WIAT; Eignungsprüfung; Eignungstest |
Abstract | 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 or business-as-usual conditions and then provided instruction on reading historical documents and writing evidence-based arguments.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. (As Provided). |
Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |