Improving the Historical Knowledge and Writing of Students with or at Risk for Learning Disability

Autor/inn/en	Wissinger, Daniel R.; De La Paz, Susan
Titel	Improving the Historical Knowledge and Writing of Students with or at Risk for Learning Disability
Quelle	(2017) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Learning Disabilities; Grade 6; Grade 7; At Risk Students; Discussion (Teaching Technique); Social Studies; History Instruction; Knowledge Level; Writing (Composition); Persuasive Discourse; Instructional Effectiveness; Controversial Issues (Course Content); Essays; Middle School Students; Direct Instruction; Wechsler Individual Achievement Test; Gates MacGinitie Reading Tests + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Gemeinschaftskunde; History lessons; Geschichtsunterricht; Wissensbasis; Schreibübung; Persuasion; Persuasive Kommunikation; Unterrichtserfolg; Controversial issues; Kontroverse; Essay; Aufsatzunterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; WIAT; Eignungsprüfung; Eignungstest
Abstract	In this study, we explored the potential of two forms of discussion (disciplinary vs. traditional) for 39 sixth- and seventh-grade students with or at-risk for LD, before writing historical arguments. Nine teachers who led small group discussions in six heterogeneous social studies classrooms implemented the intervention. Students who were involved in disciplinary discussions (n = 19) scored statistically higher than their peers who engaged in traditional discussions (n = 20) on a measure of historical knowledge (partial eta-squared = 0.23), and wrote essays with better persuasive quality (partial eta-squared = 0.43) and greater evidence of historical thinking (partial eta-squared = 0.40). A delayed posttest delivered 8-weeks after instruction ended revealed that students in the experimental condition continued to write in more historically sophisticated ways than students in the comparison condition (partial eta-squared 0.19). Challenges, however, remain for struggling learners who must now meet both basic and advanced disciplinary literacy goals. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01