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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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Strategies that promote historical reasoning and contextualization: a pilot intervention with urban high school students

Reading & writing, 2022-02, Vol.35 (2), p.353-376

2022

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Evaluating American History Teachers' Professional Development: Effects on Student Learning

Theory and research in social education, 2011-01, Vol.39 (4), p.494-540

2011

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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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Historical Argumentation: Watching Historians and Teaching Youth

Written communication, 2023-04, Vol.40 (2), p.333-372

2023

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Managing Cognitive Demands for Writing: Comparing the Effects of Instructional Components in Strategy Instruction

Reading & writing quarterly, 2007-07, Vol.23 (3), p.249-266

Paz, Susan De La

2007

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Perspectives about Disciplinary Argumentation in the Era of Post-truth: Introduction to the Special Issue

Written communication, 2023-04, Vol.40 (2), p.289-299

2023

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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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Addressing an Unfulfilled Expectation: Teaching Students With Disabilities to Write Scientific Arguments

Written communication, 2023-04, Vol.40 (2), p.448-481

2023

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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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Beyond “They Cited the Text”: Middle School Students and Teachers’ Written Critiques of Scientific Conclusions

Research in science education (Australasian Science Education Research Association), 2018-12, Vol.48 (6), p.1433-1459

2018

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Teaching Writing Strategies and Self-Regulation Procedures To Middle School Students with Learning Disabilities

Focus on exceptional children, 2017-12, Vol.31 (5)

De La Paz, Susan

2017

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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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Implementing a disciplinary-literacy curriculum for US history: Learning from expert middle school teachers in diverse classrooms

Journal of curriculum studies, 2014-01, Vol.46 (4), p.540-575

2014

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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.56-69

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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Effects of Genre and Content Knowledge on Historical Thinking With Academically Diverse High School Students

The Journal of experimental education, 2015-01, Vol.83 (1), p.110-129

2015

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Use of Cognitive Apprenticeship Models of Instruction to Support Middle School Students’ Construction and Critique of Written Scientific Explanations and Arguments

Learning disabilities (Pittsburgh, Pa.), 2021-02, Vol.26 (1)

2021

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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

Strategies that promote historical reasoning and contextualization: a pilot intervention with urban high school students

Evaluating American History Teachers' Professional Development: Effects on Student Learning

Using Writing Tasks to Elicit Adolescents’ Historical Reasoning

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

Historical Argumentation: Watching Historians and Teaching Youth

Managing Cognitive Demands for Writing: Comparing the Effects of Instructional Components in Strategy Instruction

Perspectives about Disciplinary Argumentation in the Era of Post-truth: Introduction to the Special Issue

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

Addressing an Unfulfilled Expectation: Teaching Students With Disabilities to Write Scientific Arguments

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

Beyond “They Cited the Text”: Middle School Students and Teachers’ Written Critiques of Scientific Conclusions

Teaching Writing Strategies and Self-Regulation Procedures To Middle School Students with Learning Disabilities

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

Implementing a disciplinary-literacy curriculum for US history: Learning from expert middle school teachers in diverse classrooms

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

Effects of Genre and Content Knowledge on Historical Thinking With Academically Diverse High School Students

Use of Cognitive Apprenticeship Models of Instruction to Support Middle School Students’ Construction and Critique of Written Scientific Explanations and Arguments

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