Reading and writing from multiple source documents in history: Effects of strategy instruction with low to average high school writers

By Susan De La Paz, Mark Felton. 2010

208 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/ae992619fb75660ac21c87a7208e51908a2aa049

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In Developmental and Educational Psychology

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Citations in the corpus

What Is Disciplinary Literacy and Why Does It Matter? (2012, result): “Only a few studies testing the efficacy of such methods have been undertaken so far and with mixed results (De La Paz & Felton, 2010; HyndShanahan et al., 2004; Nokes, Dole, & Hacker, 2007).”
Trends in Research on Writing as a Learning Activity (2016, unknown): “…researchers have taught strategies, which are specific to a given discipline, for critically reading and interpreting documents; the student’s critical interpretation then becomes the content for an essay composed using a discipline-neutral argument strategy (e.g., De La Paz & Felton, 2010).”
Sourcing in Text Comprehension: a Review of Interventions Targeting Sourcing Skills (2018, unknown): “In these three studies, the interventions were embedded in the schools’ curriculum, and in two of the studies, teachers were also involved in planning the interventions (De La Paz & Felton, 2010; Nokes et al., 2007).”
Using Writing Tasks to Elicit Adolescents’ Historical Reasoning (2012, background): “In particular, researchers have identified attention to evidence, historical context, perspective, author point of view, accuracy, comparison of sources, and causality in students’ writing (Coffin, 2004; De La Paz & Felton, 2010; Monte-Sano, 2010; Young & Leinhardt, 1998).”
Facilitating Student Learning Through Contextualization (2011, background): “However, in five studies of integrated instruction that measured outcomes on knowledge development in a content area (Bulgren et al., 2009; De La Paz & Felton, 2010; Parr et al., 2008; Stone et al., 2006; Tilson et al., 2010), two found no improvement in content knowledge (Parr et al., 2008; Stone…”
Literacy Skills Among Academically Underprepared Students (2013, background): “…postsecondary students appear similar to those of low-achieving students in secondary and adult literacy education (BrasseurHock, Hock, Kieffer, Biancarosa, & Deshler, 2011; De La Paz & Felton, 2010; Mellard, Fall, & Woods, 2010), although this possibility needs to be verified in future research.”
Adolescents’ Disciplinary Use of Evidence, Argumentative Strategies, and Organizational Structure in Writing About Historical Controversies (2012, methodology): “A 6-point rubric was developed (based on De La Paz & Felton, 2010; Monte-Sano, 2010) indicating the relative sophistication of document use (henceforth, highest level of document use), from 0 (does not refer to documents) to 5 (evaluates the quote or evidence or uses it as a means to further his or…”
A Historical Writing Apprenticeship for Adolescents: Integrating Disciplinary Learning With Cognitive Strategies (2017, background): “Larger studies have applied these concepts via explicit instruction in historical thinking and persuasive writing as students worked with primary sources in middle school (De La Paz, 2005) and high school classrooms (De La Paz & Felton, 2010).”
Handbook of Research on Learning and Instruction (2011, methodology): “Under this influence, scholars have applied three models to explain and guide learning in the psychomotor domain: information processing, expertise-novice comparison, and dynamical systems.”