ERIC Number: EJ1054406
Record Type: Journal
Publication Date: 2011
Abstractor: As Provided
Reference Count: N/A
Toward Validation of the Genius Discipline-Specific Literacy Model
Ellis, Edwin S.; Wills, Stephen; Deshler, Donald D.
Journal of Education, v191 n1 p13-32 2010-2011
An analysis of the rationale and theoretical foundations of the Genius Discipline-specific Literacy Model and its use of SMARTvisuals to cue information-processing skills and strategies and focus attention on essential informational elements in high-frequency topics in history and the English language arts are presented. Quantitative data validating the impact on high-, typical-, and low-achieving students' breadth, depth, and accuracy of history knowledge and high-stakes writing assessments, and social validity of teacher and student perceptions of SMARTvisuals are reviewed.
Descriptors: Gifted, Literacy, Models, Information Processing, Thinking Skills, History, Language Arts, Academic Achievement, High Achievement, Low Achievement, Accuracy, High Stakes Tests, Writing Tests, Cues, Visual Aids, Learning Strategies, Teacher Attitudes, Student Attitudes, Statistical Data, Statistical Analysis
Boston University School of Education. Two Silver Way, Boston, MA 02215. Tel: 617-353-3230; e-mail: firstname.lastname@example.org; Web site: http://www.bu.edu/journalofeducation
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A