Indiana University of Pennsylvania, USA.
University of Maryland, College Park, USA.
J Learn Disabil. 2020 May/Jun;53(3):199-212. doi: 10.1177/0022219420904343. Epub 2020 Feb 7.
This article reports the results from a study investigating the effects of a discipline-specific reading and writing intervention (I3C/PROVE IT!) with fourth and fifth graders. Participants included 237 students with writing difficulties (WD) from an initial pool of 608 upper elementary school students in a larger study. Teachers and students were randomly assigned to I3C/PROVE IT! or business-as-usual conditions and then provided instruction on reading historical documents and writing evidence-based arguments. Findings indicated that over a period of almost 3 months, the historical writing growth trajectories of students with WD in I3C/PROVE IT! classrooms were significantly greater than their peers in business-as-usual classrooms. Significant findings favoring I3C/PROVE IT! students also generalized to domain-general measures. This study provides evidence for the benefits of discipline-specific interventions in social studies for students with WD. Limitations and directions for future research are discussed.
本文报告了一项针对四年级和五年级学生的特定学科阅读和写作干预（I3C/PROVE IT！）的研究结果。该研究的参与者包括 608 名小学生中最初的写作困难（WD）学生群体中的 237 名学生。教师和学生被随机分配到 I3C/PROVE IT！或常规教学条件下，然后接受阅读历史文献和撰写基于证据的论证的指导。研究结果表明，在近 3 个月的时间里，I3C/PROVE IT！课堂中 WD 学生的历史写作增长轨迹明显大于常规教学课堂中的同龄人。支持 I3C/PROVE IT！学生的显著发现也推广到了一般领域的测量。这项研究为 WD 学生的社会研究提供了专门干预的好处的证据。讨论了局限性和未来研究的方向。
