Publication Date
| In 2024 | 0 |
| Since 2023 | 0 |
| Since 2020 (last 5 years) | 0 |
| Since 2015 (last 10 years) | 1 |
| Since 2005 (last 20 years) | 1 |
Descriptor
| Critical Reading | 1 |
| Educational Psychology | 1 |
| Essays | 1 |
| Foreign Countries | 1 |
| Information Sources | 1 |
| Instructional Effectiveness | 1 |
| Intervention | 1 |
| Persuasive Discourse | 1 |
| Pretests Posttests | 1 |
| Scoring | 1 |
| Statistical Analysis | 1 |
| More ▼ | |
Source
| Cognition and Instruction | 1 |
Author
| Cuevas, Isabel | 1 |
| González-Lamas, Jara | 1 |
| Martín, Elena | 1 |
| Martínez, Isabel | 1 |
| Mateos, Mar | 1 |
| Villalón, Ruth | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| Higher Education | 1 |
Audience
Location
| Spain | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkMateos, Mar; Martín, Elena; Cuevas, Isabel; Villalón, Ruth; Martínez, Isabel; González-Lamas, Jara – Cognition and Instruction, 2018
The goal of this study was to assess the effectiveness of 2 different types of intervention aimed at improving written argumentative synthesis by integrating conflicting information from different sources. Both interventions combined the use of a guide with collaborative practice, but one of them also included explicit strategy instruction. Only…
Descriptors: Writing Improvement, Persuasive Discourse, Synthesis, Information Sources
