Effects of Discipline-Specific Strategy Instruction on Historical Writing Growth of Students with Writing Difficulties

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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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 or business-as-usual conditions and then provided instruction on reading historical documents and writing evidence-based arguments.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