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Argument Writing as a Supplemental Literacy Intervention for At-Risk Youth: Using Design Based Research to Develop a Knowledge Building Literacy Course
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This volume details the development and initial evaluation of a supplemental literacy course intended to support at-risk high school students in the US. Developed using design based research (DBR), the course combines argument writing and knowledge building literacy routines to support academic literacy development.
Acknowledging the demand for US students to meet academic literacy standards that emphasize explanatory and argumentative writing, the text foregrounds knowledge building as key ...
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