Affiliation:
1. University of Delaware, Newark, DE, USA,
2. Gesu School, Philadelphia, PA, USA
Abstract
In this case study, we examined the effects of two instructional methods, Self-Regulated Strategy Development (SRSD) and Collaborative Reasoning (CR), on students’ written and oral arguments. Using an interview, we also explored students’ understanding of academic arguments and their perceptions about the instruction. The students were 38 middle school, African American students in a low-income urban school. The results signaled the potential benefit of both instructional approaches to enhance the written argument skills of low-income, urban, middle school students. In addition, students in both conditions reported an improved understanding of some features of academic argument, and they recognized the value of instruction in argument.
Reference44 articles.
1. Anderson, R.C., Chinn, C., Waggoner, M. & Kim, N. ( 1998). Intellectually stimulating story discussions. In J. Osborn & F. Lehr (Eds.), Literacy for all: Issues in teaching and learning (pp. 170-186). New York: Guilford.
2. The Snowball Phenomenon: Spread of Ways of Talking and Ways of Thinking Across Groups of Children
3. Ball, A.F. ( 2006). Teaching writing in culturally diverse classrooms. In C. A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (pp. 293-310). New York: Guilford.
4. Text Cues and Strategies Successful Readers Use to Construct the Gist of Lengthy Written Arguments
Cited by
4 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献