Daniel R. Wissinger

发表

Title of Document: USING ARGUMENTATIVE DISCUSSIONS TO ENHANCE THE WRITTEN ARGUMENTS OF MIDDLE SCHOOL STUDENTS IN SOCIAL STUDIES CLASSROOMS

Daniel R. Wissinger, 2012 .

Developing the Historical Literacy Skills of Adolescents Who Struggle with Reading and Writing: Group and Individual Responses to Instruction

Daniel R. Wissinger, Becky A. Knickelbein, George R. Bieger, 2017 .

Using Argumentative Discussions to Enhance the Written Arguments of Middle School Students in Social Studies Classrooms.

Daniel R. Wissinger, 2012 .

Effects of Critical Discussions on Middle School Students' Written Historical Arguments.

Daniel R. Wissinger, Susan De La Paz, S. D. L. Paz, 2016 .

Students With Learning Disabilities in the Social Studies: A Meta-Analysis of Intervention Research

Daniel R. Wissinger, David J. Osman, Stephen Ciullo, 2020 .

The effects of historical reading and writing strategy instruction with fourth- through sixth-grade students.

Daniel R. Wissinger, Susan De La Paz, Cara Jackson, 2020 .

Empowering Academically Diverse Learners in History Classrooms

Daniel R. Wissinger, 2017 .

Strategies that promote historical reasoning and contextualization: a pilot intervention with urban high school students

Daniel R. Wissinger, Cameron M. Butler, Susan De La Paz, 2021, Reading & Writing.

Effects of Discipline-Specific Strategy Instruction on Historical Writing Growth of Students With Writing Difficulties

Daniel R. Wissinger, Susan De La Paz, 2020, Journal of learning disabilities.

Historical Literacy Instruction for All Learners: Evidence From a Design Experiment

Daniel R. Wissinger, Stephen Ciullo, Elizabeth J. Shiring, 2018, Reading & Writing Quarterly.

Historical Literacy Research for Students with and at Risk for Learning Disabilities: A Systematic Review

Daniel R. Wissinger, Stephen Ciullo, 2018, Learning Disabilities Research & Practice.

The Experiences of Students with Disabilities Actually Doing Service Learning: A Systematic Review

Daniel R. Wissinger, Colby T. Kervick, Stephen Ciullo, 2022, Journal of Experiential Education.

Effects of Genre and Content Knowledge on Historical Thinking With Academically Diverse High School Students

Daniel R. Wissinger, Susan De La Paz, 2015 .

Improving the Historical Knowledge and Writing of Students With or At Risk for LD

Daniel R. Wissinger, Susan De La Paz, 2017, Journal of learning disabilities.

Adolescents’ Disciplinary Use of Evidence, Argumentative Strategies, and Organizational Structure in Writing About Historical Controversies

Daniel R. Wissinger, Susan De La Paz, Charles MacArthur, 2012 .

Strategies that promote historical reasoning and contextualization: a pilot intervention with urban high school students

Daniel R. Wissinger, Cameron M. Butler, Susan De La Paz, 2021, Reading and Writing.

The Validity of Two Tests of Silent Reading Fluency: A Meta-Analytic Review

Daniel R. Wissinger, Adrea J. Truckenmiller, Stephen Ciullo, 2023, Reading & Writing Quarterly.