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INTERVENCIÓN EN ESCRITURA DE SÍNTESIS A PARTIR DE FUENTES: Impacto de la comprensión

Revista mexicana de investigación educativa, 2021-01, Vol.26 (88), p.95-122

2021

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Writing Scientific Explanations: Effects of a Cognitive Apprenticeship for Students With LD and English Learners

Exceptional children, 2021-07, Vol.87 (4), p.458-475

2021

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Science Writing Intervention Research for Students With and At Risk for Learning Disabilities, and English Learners: A Systematic Review

Learning disability quarterly, 2021-11, Vol.44 (4), p.261-274

2021

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Current Research Informing the Conceptualization of STEM Interventions for Students With LD: An Introduction to the Special Series

Learning disability quarterly, 2024-05, Vol.47 (2), p.63-69

2024

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Effects of a Cognitive Apprenticeship on Transfer of Argumentative Writing in Middle School Science

Learning disability quarterly, 2024-05, Vol.47 (2), p.70-83

2024

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Learning to Teach Disciplinary Literacy across Diverse Eighth-Grade History Classrooms within a District-University Partnership

Teacher education quarterly (Claremont, Calif.), 2017-09, Vol.44 (4), p.98-124

2017

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Using Writing Tasks to Elicit Adolescents’ Historical Reasoning

Journal of literacy research, 2012-09, Vol.44 (3), p.273-299

2012

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Scientific argumentation and responsive teaching: Using dialog to teach science in three middle‐school classrooms

Science education (Salem, Mass.), 2022-11, Vol.106 (6), p.1354-1374

2022

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

Journal of learning disabilities, 2020-05, Vol.53 (3), p.199-212

2020

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A Historical Writing Apprenticeship for Adolescents: Integrating Disciplinary Learning With Cognitive Strategies

Reading research quarterly, 2017-01, Vol.52 (1), p.31-52

2017

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Improving the Historical Knowledge and Writing of Students With or At Risk for LD

Journal of learning disabilities, 2017-11, Vol.50 (6), p.658-671

2017

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Using virtual teacher PD to support implementation of a historical literacy curriculum

Social studies research & practice, 2023-11, Vol.18 (2), p.164-179

2023

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A Synthesis on the Impact of Self–Regulated Instruction on Motivation Outcomes for Students with or at Risk for Learning Disabilities

Learning disabilities research and practice, 2021-11, Vol.36 (4), p.353-366

2021

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Promoting Motivated Writers: Suggestions for Teaching and Conducting Research with Students with Learning Disabilities and Struggling Learners

Learning disabilities (Pittsburgh, Pa.), 2018, Vol.23 (2), p.56

2018

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FIX: A Strategic Approach to Writing and Revision for Students With Learning Disabilities

Teaching exceptional children, 2018-03, Vol.50 (4), p.233-242

2018

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FIX: A Strategic Approach to Writing and Revision for Students WithLearning Disabilities

Teaching exceptional children, 2018-03, Vol.50 (4), p.233-242

2018

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Revising Strategy Instruction in Inclusive Settings: Effects for English Learners and Novice Writers

Learning disabilities research and practice, 2013-08, Vol.28 (3), p.129-141

2013

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A Strategic Approach to Writing and Revision for Students With Learning Disabilities

Teaching exceptional children, 2015-11, Vol.48 (2), p.93

2015

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FIX: A Strategic Approach to Writing and Revision for Students With Learning Disabilities

Teaching exceptional children, 2015-11, Vol.48 (2), p.93-101

2015

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Rubrics: Heuristics for Developing Writing Strategies

Assessment for effective intervention, 2009-06, Vol.34 (3), p.134-146

De La Paz, Susan

2009

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Reading, Thinking, and Writing about History: Teaching Argument Writing to Diverse Learners in the Common Core Classroom, Grades 6-12. Common Core State Standards in Literacy Series

Teachers College Press, 2014

2014

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Rubrics

Assessment for effective intervention, 2009-06, Vol.34 (3), p.134-146

De La Paz, Susan

2009

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Technology-Enhanced Project-Based Learning: Effects on Historical Thinking

Journal of special education technology, 2013-12, Vol.28 (4), p.1-14

2013

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Source Interpretation: Teaching Students With and Without LD to Read and Write Historically

Journal of learning disabilities, 2007-03, Vol.40 (2), p.134-144

2007

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Knowing the How and Why of History: Expectations for Secondary Students with and without Learning Disabilities

Learning disability quarterly, 2003-05, Vol.26 (2), p.142-154

2003

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INTERVENCIÓN EN ESCRITURA DE SÍNTESIS A PARTIR DE FUENTES: Impacto de la comprensión

Writing Scientific Explanations: Effects of a Cognitive Apprenticeship for Students With LD and English Learners

Science Writing Intervention Research for Students With and At Risk for Learning Disabilities, and English Learners: A Systematic Review

Current Research Informing the Conceptualization of STEM Interventions for Students With LD: An Introduction to the Special Series

Effects of a Cognitive Apprenticeship on Transfer of Argumentative Writing in Middle School Science

Learning to Teach Disciplinary Literacy across Diverse Eighth-Grade History Classrooms within a District-University Partnership

Using Writing Tasks to Elicit Adolescents’ Historical Reasoning

Scientific argumentation and responsive teaching: Using dialog to teach science in three middle‐school classrooms

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

A Historical Writing Apprenticeship for Adolescents: Integrating Disciplinary Learning With Cognitive Strategies

Improving the Historical Knowledge and Writing of Students With or At Risk for LD

Using virtual teacher PD to support implementation of a historical literacy curriculum

A Synthesis on the Impact of Self–Regulated Instruction on Motivation Outcomes for Students with or at Risk for Learning Disabilities

Promoting Motivated Writers: Suggestions for Teaching and Conducting Research with Students with Learning Disabilities and Struggling Learners

FIX: A Strategic Approach to Writing and Revision for Students With Learning Disabilities

FIX: A Strategic Approach to Writing and Revision for Students WithLearning Disabilities

Revising Strategy Instruction in Inclusive Settings: Effects for English Learners and Novice Writers

A Strategic Approach to Writing and Revision for Students With Learning Disabilities

FIX: A Strategic Approach to Writing and Revision for Students With Learning Disabilities

Rubrics: Heuristics for Developing Writing Strategies

Reading, Thinking, and Writing about History: Teaching Argument Writing to Diverse Learners in the Common Core Classroom, Grades 6-12. Common Core State Standards in Literacy Series

Rubrics

Technology-Enhanced Project-Based Learning: Effects on Historical Thinking

Source Interpretation: Teaching Students With and Without LD to Read and Write Historically

Knowing the How and Why of History: Expectations for Secondary Students with and without Learning Disabilities

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