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• W3004514486 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 or business-as-usual conditions and then provided instruction on reading historical documents and writing evidence-based arguments.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." @default.
• W3004514486 created "2020-02-14" @default.
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• W3004514486 date "2020-02-07" @default.
• W3004514486 modified "2023-09-23" @default.
• W3004514486 title "Effects of Discipline-Specific Strategy Instruction on Historical Writing Growth of Students With Writing Difficulties" @default.
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• W3004514486 doi "https://doi.org/10.1177/0022219420904343" @default.
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