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Direct linkLee, Yewon; De La Paz, Susan – Learning Disability Quarterly, 2021
Writing in science can be challenging for all learners, and it is especially so for students with cognitive or language-based learning difficulties. Yet, we know very little about how to support students with learning disabilities (LD) or who are English learners (EL) when asked to write for authentic purposes during science instruction.…
Descriptors: Content Area Writing, Writing Improvement, Science Instruction, Instructional Effectiveness
De La Paz, Susan; Monte-Sano, Chauncey; Felton, Mark; Croninger, Robert; Jackson, Cara; Piantedosi, Kelly Worland – Reading Research Quarterly, 2017
This study explored the extent to which an 18-day history and writing curriculum intervention, taught over the course of one year, helped culturally and academically diverse adolescents achieve important disciplinary literacy learning in history. Teachers used a cognitive apprenticeship form of instruction for the integration of historical reading…
Descriptors: History Instruction, Writing Instruction, Middle School Students, Grade 8
De La Paz, Susan; Felton, Mark; Monte-Sano, Chauncey; Croninger, Robert; Jackson, Cara; Deogracias, Jeehye Shim; Hoffman, Benjamin Polk – Theory and Research in Social Education, 2014
In this study, the effects of a disciplinary reading and writing curriculum intervention with professional development are shared. We share our instructional approach and provide writing outcomes for struggling adolescent readers who read at or below basic proficiency levels, as well as writing outcomes for proficient and advanced readers.…
Descriptors: Curriculum, Intervention, Teaching Methods, Outcomes of Education
