Effects of Historical Reasoning Instruction and Writing Strategy Mastery in Culturally and Academically Diverse Middle School Classrooms.

By Susan De La Paz. 2005

305 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science, Speech and Hearing

View Paper: https://www.semanticscholar.org/paper/cc9fdb08ecc888ba7a403d33789431bcb23e8ff9

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

In Sociology and Political Science

In Speech and Hearing

Citations in the corpus

Beyond Reading Comprehension and Summary: Learning to Read and Write in History by Focusing on Evidence, Perspective, and Interpretation (2011, background): “De La Paz (2005) found”
Argumentation, Dialogue Theory, and Probability Modeling: Alternative Frameworks for Argumentation Research in Education (2011, background): “It is in the teaching of evaluative criteria that this approach goes beyond current approaches that teach students to generate arguments, counterarguments, and rebuttals (eg, D. Kuhn, 2005 ).”
Trends in Research on Writing as a Learning Activity (2016, unknown): “In this context, students were taught to read historical materials, interpret them critically, and use them as evidence in arguments (De La Paz, 2005; De La Paz and Felton, 2010; Ferretti et al., 2001; Wiley et al., 2014; Van Drie et al., 2014).”
Disciplinary Literacy in History: An Exploration of the Historical Nature of Adolescents' Writing (2010, background): “…taught to think and write historically, regularly analyze multiple historical texts with opportunities to construct historical interpretations, and interact with one another through discussion or group work (De La Paz, 2005; Monte-Sano, 2008, in press; Wiley & Voss, 1999; Young & Leinhardt, 1998).”
Effects on Science Summarization of a Reading Comprehension Intervention for Adolescents with Behavior and Attention Disorders (2008, unknown): “Similar to Mason (2004), the current study used expository text, which low-achieving students often find particularly difficult to comprehend (De La Paz, 2005; Saenz & Fuchs, 2002).”
A meta-analysis of writing instruction for adolescent students. (2007, background): “…Graham (2002) 7–8 full range 58 E students taught planning and revising strategies for expository writing versus traditional instruction*** 8.0 J 0.95 De La Paz (2005) 8 full range 105 E students taught a planning strategy for writing historical text versus traditional instruction*** 5.0 J…”
What We Know, What We Still Need to Know: Teaching Adolescents to Write (2007, background): “For example, in an excellent study by De La Paz (2005), two different content area teachers worked together to teach a series of strategies.”
Toward an Integrated Framework of Multiple Text Use (2019, unknown): “…& Rouet, 2011; Bråten & Strømsø, 2009; Mason, Ariasi, & Boldrin, 2011), learners’ strategic processing (Anmarkrud, Bråten, & Strømsø, 2014; Bråten & Strømsø, 2011; Wolfe & Goldman, 2005), and argument construction (De La Paz, 2005; Wiley et al., 2009; Wiley & Voss, 1999) in multiple text use.”
An intervention to improve comprehension of cause/effect through expository text structure instruction. (2014, background): “There is firm evidence that middle school and high school students improve their understanding of history and social studies after instruction in the cause-effect structure (e.g., De La Paz, 2005; Englert, Okolo, & Mariage, 2009).”
Disciplinary Literacies and Learning to Read for Understanding: A Conceptual Framework for Disciplinary Literacy (2016, background): “They often read documents to gather information, frequently either not noticing inconsistencies (Stahl et al, 1996) or ignoring contradictory facts (Wineburg, 1991a) in an attempt to build a mental picture of events (De La Paz, 2005; Rouet, Favart, Britt, & Perfetti, 1997).”
Building a House on Sand: Why Disciplinary Literacy Is Not Sufficient to Replace General Strategies for Adolescent Learners Who Struggle (2012, background): “Only one of the seven writing studies included a discipline-specific strategy in a content area other than ELA (De La Paz, 2005).”