Reading and writing from multiple source documents in history: Effects of strategy instruction with low to average high school writers

Contemporary Educational Psychology

Volumn 35, Issue 3, 2010, Pages 174-192

  De La Paz, Susan ^a   Felton, Mark K ^b  

^a UNIVERSITY OF MARYLAND   (United States)

^b SAN JOSE STATE UNIVERSITY   (United States)

Author keywords

Argumentation; Disciplinary literacy; Historical reasoning; Pre writing; Strategy instruction

Indexed keywords

EID: 77953806615     PISSN: 0361476X     EISSN: 10902384     Source Type: Journal    
DOI: 10.1016/j.cedpsych.2010.03.001     Document Type: Article

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