Developing Argumentation Skills in Middle School: Evidence From a Multilevel Growth Analysis

• In Event: AERA Roundtable Session Sunday 1:30 pm Four Seasons Ballroom 1
  In Roundtable Session: Supporting Language and Literacy Across Multiple Disciplines (Table 10)

Abstract

We examined the growth over time of student argument writing ability during the course of an instructional intervention focused on developing student argumentation skills through dialogic interaction. Prior research has shown mixed results for such interventions. Using a repeated measures growth analysis, the study found significant linear growth in students' argument writing skills over the intervention period, both in overall scores and specific argumentation skills. The study highlights the potential for structured, discussion-based interventions to improve student argument writing and provides insight into the supports that may facilitate the developmental trajectory of these abilities. It also addresses the shortage of longitudinal growth analyses in the argument writing literature.

Authors

• Benjamin Pierce, University of Pittsburgh

• Richard J. Correnti, University of Pittsburgh

• Amy C. Crosson, Pennsylvania State University