Erin Minton-Branfoot

Writing as a window on reading: trait-level outcomes of an integrated reading, writing, and knowledge-building intervention for secondary school students with reading difficulties

Adolescent students with reading difficulties face compounding challenges in both reading and writing, yet few interventions address both within content-area instruction. This study examined an integrated reading, writing, and knowledge-building intervention using Self-Regulated Strategy Development (SRSD) across fou...