Using the SRSD Instructional Approach for Argumentative Writing: A Look across the Content Areas

Autor/inn/en	Peltier, Corey; Garwood, Justin D.; McKenna, John; Peltier, Tiffany; Sendra, Jesse
Titel	Using the SRSD Instructional Approach for Argumentative Writing: A Look across the Content Areas
Quelle	In: Learning Disabilities Research & Practice, 36 (2021) 3, S.224-234 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Peltier, Corey) ORCID (Garwood, Justin D.) ORCID (Peltier, Tiffany)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0938-8982
DOI	10.1111/ldrp.12255
Schlagwörter	Persuasive Discourse; Writing Across the Curriculum; Teaching Methods; Science Curriculum; Social Studies; Mnemonics; Writing Strategies; Writing Skills; Self Management + Suchen Sie Ihr Suchwort? Persuasion; Persuasive Kommunikation; Teaching method; Lehrmethode; Unterrichtsmethode; Gemeinschaftskunde; Mnemotechnik; Schreibtechnik; Writing skill; Schreibfertigkeit; Selbstmanagement
Abstract	This article will discuss ways to use self-regulated strategy development for argumentative writing across content areas. The goal of self-regulated strategy development is for students to generalize the use of the strategy across settings, allowing them to become fluent and proficient writers in all areas. In addition, the generalization of the strategy across settings increases maintenance of skills across time. We will provide steps for educators to use the self-regulated strategy development instructional approach--more commonly used in reading, writing, and mathematics--across science and social studies content areas with key illustrations using new mnemonics from current practitioners. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01