Building a House on Sand

Faggella‐Luby, Michael; Graner, Patricia Sampson; Deshler, Donald D.; Drew, Sally Valentino

doi:10.1097/tld.0b013e318245618e

Cited by 104 publications

(24 citation statements)

References 32 publications

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“…Other strategies under the umbrella term of content area literacy strategies include various concept-mapping strategies (Buehl 2013, 83;Schwartz and Raphael 1985) and pedagogical strategies, such as think-alouds or thinkalongs (Alvermann, Gillis, and Phelps 2013, 229-30;Ehlinger and Pritchard 1994;Wilhelm 2001). These strategies, grounded in the goal of providing generalizable, cross-disciplinary skill sets, have strong empirical backing (Faggella-Luby et al 2012).…”

Section: Content Area and Disciplinary Literacy Strategiesmentioning

confidence: 99%

Embracing Difficulty across the Disciplines: The Difficulty Paper as a Tool for Building Disciplinary Literacy

Cisco¹

2020

TLI

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Students face challenging texts and concepts across the disciplines in higher education, and many students lack the reading skills and strategies to make sense of them. The aim of the small study described in this article was to explore the benefits, if any, of the difficulty paper, a written formative assessment that asks students to explore their difficulties with challenging texts. An inductive analysis of student difficulty papers in a multidisciplinary “Great Works” course suggests that the paper encouraged students to address their confusion without dismissing it and helped students to model the processes of good reading. Findings also suggest that the assignment may be a useful tool to develop disciplinary habits of mind. The article concludes with an example of how educators might use the difficulty paper in science and mathematics courses.

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Section: Content Area and Disciplinary Literacy Strategiesmentioning

confidence: 99%

Embracing Difficulty across the Disciplines: The Difficulty Paper as a Tool for Building Disciplinary Literacy

Cisco¹

2020

TLI

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“…Two instructional approaches have been validated in randomized controlled trials studies as effective for teaching students with LD to write about text: the Strategy Instruction Model (SIM) for adolescents (Faggella-Luby, Graner, Deshler, & Drew, 2012) and self-regulated strategy development (SRSD: Graham & Harris, 2003) instruction for low-achieving fourth-grade students (Mason et al, 2013). In both studies, students were taught to read and write informative essays.…”

Section: Interventions For Writing About Textmentioning

confidence: 99%

Persuasive Quick-Writing about Text: Intervention for Students with Learning Disabilities

2019

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Researchers examined the effects of self-regulated strategy development (SRSD) to teach students with learning disabilities (LD) to compose persuasive quick-writing about text. The study included a multiple-baseline design with multiple probes for eight students with LD in grades four and five. Researchers observed a functional relationship by systematically replicating the intervention across all student participants. Following SRSD instruction for paraphrasing text and persuasive quick-writing, students increased their persuasive writing outcomes. Improvements were also noted for essay quality and writing length. Implications for future integrated writing and reading interventions are provided.

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“…There is evidence that teaching writing as a disciplinary practice can improve student writing (De La Paz et al, 2017). But as Faggella-Luby, Graner, Deshler, and Drew (2012) argued, a focus on disciplinary literacy, if not linked with instruction in general literacy strategies, may not always serve struggling students well. Instruction focused on teaching general writing strategies can sometimes be more effective (Van Drie, Braaksma, & van Boxtel, 2015).…”

Section: The Relation Between Everyday School Writing Disciplinary Wmentioning

confidence: 99%

The Challenges of Writing in School: Conceptualizing Writing Development Within a Sociocognitive Framework

Deane

2018

Educational Psychologist

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This article argues for a conceptualization of school writing that emphasizes how cognitive and sociocultural factors interact. In academic, professional, and affinity-based communities, an emphasis on standards of quality drives the adoption of such practices as revision and peer and expert review. In school, everyday writing practices center around demonstrations of knowledge (taking notes, writing summaries, providing personal responses to readings, completing worksheets, etc.) where the teacher is often the sole or primary audience. This context tends to privilege knowledge-telling strategies and prioritize fluency and efficiency of expression. When these sociocultural factors interact with cognition, group differences tend to emerge, as knowledge telling provides few opportunities for disadvantaged groups to overcome barriers linked to differences in prior knowledge, fluency, attention management, or motivation. It also affects the efficacy of instructional practices, because cognitive ability and social identity affect how students internalize the metacognitive concepts and strategies characteristic of expert writers.

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Building a House on Sand

Cited by 104 publications

References 32 publications

Embracing Difficulty across the Disciplines: The Difficulty Paper as a Tool for Building Disciplinary Literacy

Embracing Difficulty across the Disciplines: The Difficulty Paper as a Tool for Building Disciplinary Literacy

Persuasive Quick-Writing about Text: Intervention for Students with Learning Disabilities

The Challenges of Writing in School: Conceptualizing Writing Development Within a Sociocognitive Framework

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