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 or business-as-usual conditions and then provided instruction on reading historical documents and writing evidence-based arguments.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.

中文翻译：

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学科专项策略教学对写作困难学生历史写作成长的影响

本文报告了一项研究的结果，该研究调查了针对四年级和五年级学生的特定学科阅读和写作干预（I3C/证明它！）的影响。参与者包括 237 名有写作困难 (WD) 的学生，他们是在一项更大的研究中从最初的 608 名高年级小学生中选出的。老师和学生被随机分配到 I3C/PROVE IT！或一切照旧的条件，然后提供有关阅读历史文件和撰写基于证据的论点的指导。调查结果表明，在近 3 个月的时间里，WD 学生在 I3C/PROVE IT! 中的历史写作成长轨迹！教室明显多于他们在照常营业的教室中的同龄人。有利于 I3C/证明它的重大发现！学生还推广到领域一般措施。本研究为 WD 学生在社会研究中进行特定学科干预的好处提供了证据。讨论了未来研究的局限性和方向。