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Direct linkCollins, James L.; Lee, Jaekyung; Fox, Jeffery D.; Madigan, Timothy P. – Reading Research Quarterly, 2017
This study examined the hypothesis that assisted writing during reading improves reading comprehension. The hypothesis was derived from sociocognitive and constructivist theory and research and implemented in the form of a curricular intervention called Writing Intensive Reading Comprehension after its main feature of bringing together reading…
Descriptors: Reading Writing Relationship, Reading Comprehension, Low Achievement, Urban Schools
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
