Holly-References

References From Literature Review 1. Bintz, W., and Shelton, K. (2004). Using Written Conversation in Middle School: Lessons From a Teacher Researcher Project. //Journal of Adolescent and Adult Literacy//, 47(6), 492-507.

2. De La Paz, S. (2005). Effects of Historical Reasoning Instruction and Writing Strategy Mastery in Culturally and Academically Diverse Middle School Classrooms. //Journal of Educational Psychology//, 97(2), 139-156.

3. De La Paz, S. and Felton, M. (2010) Reading and Writing from Multiple Source Documents in History: Effects of Strategy Instruction with Low to Average High School Writers. //Contemporary Educational Psychology//, 35, 174-192.

4. Dutt-Doner, K., Cook-Cottane,C., and Allen, S. (2007). Improving Classroom Instruction: Understanding the Developmental Nature of Analyzing Primary Sources. //Research in Middle Level Education//, 30(6), 1-2.

5. Graham, S., MacArthur, C.A.; & Fitzgerald, J. (2007). //Best Practices in Writing Instruction//. NY: Guilford Press.

6. Monte-Sano, C. (2010). Disciplinary Literacy in History: An Exploration of the Historical Nature of Adolescents’ Writing. //The Journal of the Learning Sciences//, 19, 539-568.
 * This source was particularly interesting because it provided insight as to what historical writing entails and what aspects of historical writing adolescent students are using. The article explained specific aspects of historical writing that includes writing arguments, understanding bias, and intergrating background knowledge. Monte Sano also exaplined that many students are not able to write historically and what errors they make while attempting to write historically. I found this article to be beneficial to get an understanding of what exactly historical writing is and how students can write historically.

7. Monte-Sano, C. (2011). Beyond Reading Comprehension and Summary: Learning to Read and Write in History by Focusing on Evidence, Perspective, and Interpretation. //Curriculum Inquiry//, 41(2), 212-249.

8. Wood, K. & Blanton, W. //Literacy instruction for adolescents: Research-based practices//. NY: Guilford.

9. Zagora, V. (2011). An Approach to Integrating Writing Skills into the Social Studies Classroom. //Social Education//, 75(1): 17-21.

10. Zigmond, N. (2006). Reading and Writing in Co-Taught Secondary School Social Studies Classrooms: A Reality Check. //Reading and Writing Quarterly//, 22: 249-286.
 * This research study was very interesting to me because of the results found. The study examined the literacy practices of teachers in a co-taught Social Studies classroom. The researchers discovered that students were rarely engaged with reading or writing and the implications that this may have for adolescent students. While this was the only study I found where students were not engaged with some type of writing activity, I felt it acted as an example highlighthing the importance of integrating more writing into the Social Studies content area, especially more discipline specific writing tasks.

11. Zwiers, J. (2006). Integrating Academic Language, Thinking, and Content: Learning Scaffolds for Non-Native Speakers in the Middle Grades. //Journal of English for Academic Purposes//, 5, 317-332.
 * This source was the only one I examined that focused on English Language Learners writing in the Social Studies content area. I found it ineresting because the strategies that were used in this article could also be used with struggling writers as well. The article explained that by using mini lessons that integrated historical methods (recogonizing bias, analyzing primary documents, etc.) students will begin to use both historical and academic language without being prompted to do so. The students also wrote more persuasively after the mini lessons.