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

Journal of educational psychology, 2005-05, Vol.97 (2), p.139-156

Paz, Susan De La

2005

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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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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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Effects of Critical Discussions on Middle School Students' Written Historical Arguments

Journal of educational psychology, 2016-01, Vol.108 (1), p.43-59

2016

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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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The Effects of Historical Reading and Writing Strategy Instruction with Fourth- through Sixth-Grade Students

Journal of educational psychology, 2021-01, Vol.113 (1), p.49-67

2021

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

Contemporary educational psychology, 2010-07, Vol.35 (3), p.174-192

2010

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

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

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

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

Effects of Critical Discussions on Middle School Students' Written Historical Arguments

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

Using Writing Tasks to Elicit Adolescents’ Historical Reasoning

The Effects of Historical Reading and Writing Strategy Instruction with Fourth- through Sixth-Grade Students

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

Historical Argumentation: Watching Historians and Teaching Youth

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

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

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

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

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

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