| Explicitly teaching strategies, skills, and knowledge: Writing instruction in middle school classrooms. S De La Paz, S Graham Journal of educational psychology 94 (4), 687, 2002 | 610 | 2002 |
| Effects of historical reasoning instruction and writing strategy mastery in culturally and academically diverse middle school classrooms. S De La Paz Journal of educational psychology 97 (2), 139, 2005 | 536 | 2005 |
| Learning history in middle school by designing multimedia in a project-based learning experience P Hernández-Ramos, S De La Paz Journal of Research on Technology in Education 42 (2), 151-173, 2009 | 338 | 2009 |
| Reading and writing from multiple source documents in history: Effects of strategy instruction with low to average high school writers S De La Paz, MK Felton Contemporary Educational Psychology 35 (3), 174-192, 2010 | 331 | 2010 |
| Effects of dictation and advanced planning instruction on the composing of students with writing and learning problems. S De La Paz, S Graham Journal of Educational Psychology 89 (2), 203, 1997 | 300 | 1997 |
| Strategy instruction in planning: Effects on the writing performance and behavior of students with learning difficulties S De La Paz, S Graham Exceptional children 63 (2), 167-181, 1997 | 270 | 1997 |
| Self-regulated strategy instruction in regular education settings: Improving outcomes for students with and without learning disabilities S De La Paz Learning Disabilities Research & Practice 14 (2), 92-106, 1999 | 257 | 1999 |
| Unresolved mysteries: How do metalinguistic and narrative skills connect with early reading? FP Roth, DL Speece, DH Cooper, SDL Paz The Journal of Special Education 30 (3), 257-277, 1996 | 235 | 1996 |
| Using writing tasks to elicit adolescents’ historical reasoning C Monte-Sano, S De La Paz Journal of Literacy Research 44 (3), 273-299, 2012 | 233 | 2012 |
| The contribution of executive control to the revising by students with writing and learning difficulties. S De La Paz, PN Swanson, S Graham Journal of Educational Psychology 90 (3), 448, 1998 | 214 | 1998 |
| A historical writing apprenticeship for adolescents: Integrating disciplinary learning with cognitive strategies S De La Paz, C Monte‐Sano, M Felton, R Croninger, C Jackson, ... Reading Research Quarterly 52 (1), 31-52, 2017 | 195 | 2017 |
| Teaching effective comprehension strategies to students with learning and reading disabilities PN Swanson, S De La Paz Intervention in school and clinic 33 (4), 209-218, 1998 | 190 | 1998 |
| The relevance of oral language skills to early literacy: A multivariate analysis DL Speece, FP Roth, DH Cooper, S De La Paz Applied Psycholinguistics 20 (2), 167-190, 1999 | 179 | 1999 |
| Developing historical reading and writing with adolescent readers: Effects on student learning S De La Paz, M Felton, C Monte-Sano, R Croninger, C Jackson, ... Theory & Research in Social Education 42 (2), 228-274, 2014 | 176 | 2014 |
| Implementing a disciplinary-literacy curriculum for US history: Learning from expert middle school teachers in diverse classrooms C Monte-Sano, S De La Paz, M Felton Journal of curriculum studies 46 (4), 540-575, 2014 | 148 | 2014 |
| Teaching writing to students with attention deficit disorders and specific language impairment S De la Paz The Journal of Educational Research 95 (1), 37-47, 2001 | 147 | 2001 |
| Reading, thinking, and writing about history: Teaching argument writing to diverse learners in the Common Core classroom, grades 6-12 C Monte-Sano, S De La Paz, M Felton Teachers College Press, 2014 | 145 | 2014 |
| The relationship between curriculum-based measures in written expression and quality and completeness of expository writing for middle school students CA Espin, S De La Paz, BJ Scierka, L Roelofs The Journal of Special Education 38 (4), 208-217, 2005 | 112 | 2005 |
| Adolescents’ disciplinary use of evidence, argumentative strategies, and organizational structure in writing about historical controversies S De La Paz, R Ferretti, D Wissinger, L Yee, C MacArthur Written Communication 29 (4), 412-454, 2012 | 110 | 2012 |
| Composing via dictation and speech recognition systems: Compensatory technology for students with learning disabilities S De La Paz Learning Disability Quarterly 22 (3), 173-182, 1999 | 110 | 1999 |
Steve GrahamProfessor, Arizona State UniversityVerified email at asu.edu
