A PILOT STUDY OF EXPLICIT INSTRUCTIONAL SCAFFOLDS TO TEACH SCIENCE ARGUMENT WRITING
An emerging body of research suggests that content-rich literacy instruction has the power to expand elementary children’s domain-general and domain-specific literacy skills. For content teachers, such as science teachers, explicit instruction in disciplinary-language and literacy practices can support students reading and writing of school-based texts without sacrificing valuable, and limited, instructional time. The current pilot study tests the effectiveness of explicit instructional routines at the word-, sentence-, and discourse-level to support Grade 4 student science argument writing. Analysis of Co-variance was used to assess group differences of the intervention versus an active control students’ science knowledge and argument writing after controlling for the effects gender and topic prior knowledge.
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- In Collections
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Electronic Theses & Dissertations
- Copyright Status
- Attribution 4.0 International
- Material Type
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Theses
- Authors
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Sarmiento, Cherish Marie
- Thesis Advisors
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Truckenmiller, Adrea J.
- Committee Members
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Cho, Eunsoo
Troia, Gary A.
Mariage, Troy
Gotwals, Amelia W.
- Date Published
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2024
- Subjects
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Special education
- Program of Study
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Special Education - Doctor of Philosophy
- Degree Level
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Doctoral
- Language
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English
- Pages
- 165 pages
- Permalink
- https://doi.org/doi:10.25335/amg1-2502