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Reading & Writing Quarterly
Overcoming Learning Difficulties
Volume 23, 2007 - Issue 3
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THEME: Research on Writing—Knowledge Development, Effective Interventions, and Assessment

Improving the Argumentative Writing of Students with Learning Disabilities: Descriptive and Normative Considerations

Ralph P. Ferretti University of Delaware, Newark, Delaware, USACorrespondence[email protected]
,
Scott Andrews-Weckerly University of Delaware, Newark, Delaware, USA
&
William E. Lewis University of Delaware, Newark, Delaware, USA
Pages 267-285 | Published online: 25 Apr 2007

Citations (17)

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Read on this site (4)

Erin Washburn, Christopher Sielaff & Karin Golden. (2016) The Use of a Cognitive Strategy to Support Argument-Based Writing in a Ninth Grade Social Studies Classroom. Literacy Research and Instruction 55:4, pages 353-374.
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David Scanlon, Richard Cass, Alan Amtzis & Georgios Sideridis. (2009) Procedural Facilitation of Propositional Knowledge in the Content Areas. Reading & Writing Quarterly 25:4, pages 290-310.
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WilliamE. Lewis & RalphP. Ferretti. (2009) Defending Interpretations of Literary Texts: The Effects of Topoi Instruction on the Literary Arguments of High School Students. Reading & Writing Quarterly 25:4, pages 250-270.
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Richard Andrews, Carole Torgerson, Graham Low & Nick McGuinn. (2009) Teaching argument writing to 7‐ to 14‐year‐olds: an international review of the evidence of successful practice. Cambridge Journal of Education 39:3, pages 291-310.
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Articles from other publishers (13)

Cang Trung. (2023) EFL Students’ Challenges in the Integration of Reading and Writing in their Writing Classes. European Journal of English Language Studies 3:1, pages 13-22.
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Ralph P. Ferretti. (2023) When the Truth Doesn’t Seem to Matter: The Affordances of Disciplinary Argument in the Era of Post-truth. Written Communication 40:2, pages 300-332.
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Deanna Fidelak & Kristin Rodier. 2021. Handbook of Research on Applying Universal Design for Learning Across Disciplines. Handbook of Research on Applying Universal Design for Learning Across Disciplines 97 114 .
Deanna Fidelak & Kimberley van Tol. 2021. Handbook of Research on Applying Universal Design for Learning Across Disciplines. Handbook of Research on Applying Universal Design for Learning Across Disciplines 48 71 .
Ralph P. Ferretti & Steve Graham. (2019) Argumentative writing: theory, assessment, and instruction. Reading and Writing 32:6, pages 1345-1357.
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Karen R. Harris, Amber Ray, Steve Graham & Julia Houston. (2018) Answering the challenge: SRSD instruction for close reading of text to write to persuade with 4th and 5th Grade students experiencing writing difficulties. Reading and Writing 32:6, pages 1459-1482.
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Dolores Perin & Mark Lauterbach. (2016) Assessing Text-Based Writing of Low-Skilled College Students. International Journal of Artificial Intelligence in Education 28:1, pages 56-78.
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Stephanie A. Richards. (2015) Characteristics, Assessment, and Treatment of Writing Difficulties in College Students With Language Disorders and/or Learning Disabilities. Topics in Language Disorders 35:4, pages 329-344.
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Yi Song & Ralph P. Ferretti. (2012) Teaching critical questions about argumentation through the revising process: effects of strategy instruction on college students’ argumentative essays. Reading and Writing 26:1, pages 67-90.
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Kristie Asaro-Saddler & Nicole Bak. (2012) Teaching Children with High-Functioning Autism Spectrum Disorders to Write Persuasive Essays. Topics in Language Disorders 32:4, pages 361-378.
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Wenxing Yang & Ying Sun. (2012) The use of cohesive devices in argumentative writing by Chinese EFL learners at different proficiency levels. Linguistics and Education 23:1, pages 31-48.
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William E. Lewis & Ralph P. Ferretti. (2011) Topoi and literary interpretation: The effects of a critical reading and writing intervention on high school students’ analytic literary essays. Contemporary Educational Psychology 36:4, pages 334-354.
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George E. Newell, Richard Beach, Jamie Smith & Jennifer VanDerHeide. (2011) Teaching and Learning Argumentative Reading and Writing: A Review of Research. Reading Research Quarterly 46:3, pages 273-304.
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