Division C - Learning and Instruction / Division C - Section 1a: Literacy

Malayna Bernstein, University of Toronto

Effects of a Cognitive Strategies Intervention on Secondary Students’ Argument Writing in History - Tamara Powell Tate, University of California - Irvine; Jacob Steiss, University of Missouri - St. Louis; Carol B. Olson, University of California - Irvine; Young-Suk Grace Kim, University of California - Irvine; Steve Graham, Arizona State University; Tanya Baker, National Writing Project; Huy Quoc Chung, University of California - Irvine; Penelope Collins, University of California - Irvine; Youngsun Moon, Stanford University; Jiali Wang, University of California - Irvine; Nicole Gilbertson, University of California - Irvine; Jenell Krishnan, WestEd

Leveraging Large Language Models to Fostering Young Students' Metacognition of Revision - Tianwen Li, University of Pittsburgh; Lindsay Clare Matsumura, University of Pittsburgh; Elaine Lin Wang, RAND Corporation; Diane Litman, University of Pittsburgh; Richard J. Correnti, University of Pittsburgh; Zhexiong Liu, University of Pittsburgh

Playing for Comprehension: How Storybook App Games Influence Narrative Conversations During Interactive Read-Alouds - Lori Bruner, University at Albany - SUNY; Tanya M. Christ, East Carolina University; Danielle Alexander, Oakland University; Yujie Mao, Oakland University; Mary Patillo-Dunn, Michigan State University; Allison Phillippe, Michigan State University

Examining the Role of Student Leaders During Small-Group English Language Arts Discussions - Sara E. Baszczewski, Pennsylvania State University; P. Karen Murphy, Pennsylvania State University; Rachel Miriam Vriend Croninger, Pennsylvania State University; Yue Tang, Pennsylvania State University; Margaret Funke Omidire, University of Pretoria; Liesel Ebersohn, University of Pretoria