Books
Monte-Sano, C., De La Paz, S., & Felton, M. (2014.) Reading, thinking, and writing about history: Teaching argument writing to diverse learners in the common core classroom, grades 6-12. New York: Teachers College Press. ISBN: 978-0-8077-5530-3.
Recent Chapters
De La Paz, S. & McCutchen, D. (2017). Learning to write. R. E. Mayer and P. A. Alexander (Eds.) Handbook of Research on Learning and Instruction. (2nded.). New York: Routledge Press.
Nokes, J. & De La Paz, S. (2018). Writing and Argumentation in History Education. In Metzger, S. A. and McArthur Harris, L. (Eds.) International Handbook of History Teaching and Learning. Wiley-Blackwell.
De La Paz, S. (2012). Effective instruction for history and the social studies: What works for students with learning disabilities, In B.Y. L. Wong & D. L. Butler (Eds.) Learning About Learning Disabilities (4th ed.). Oxford: Elsevier.
Recent Journal Articles
De La Paz, S. & Butler, C. (2018). Promoting motivated writers: Suggestions for teaching and conducting research with students with learning disabilities and struggling learners. Learning Disabilities: A Multidisciplinary Journal, 23 (2) 56-69.
De La Paz, S. & Levin, D. (published online June 2017). Beyond “they cited the text:” Middle school students and teachers’ written critiques of scientific conclusions. Research in Science Education.
Perin, D., De La Paz, S., Worland, K., & Peercy, M. M. (published online, December, 2016). The Writing of language minority students: A Literature review on its relation to oral proficiency. Reading & Writing Quarterly: Overcoming Learning Difficulties. (PDF)
De La Paz, S. & Wissinger, D. (published online July, 2016) Improving the historical knowledge and writing of students with or at-risk for LD. Journal of Learning Disabilities. (PDF)
Monte-Sano, C., De La Paz, S., Felton, M., Worland, K., Yee, L.S., & Carey, R. L. (in press) Learning to Teach Disciplinary Literacy Across Diverse Eighth-Grade History Classrooms Within a District-University Partnership. Journal of Teacher Education.
De La Paz, S., Monte-Sano, C., Felton, M., Croninger, R., Jackson, C., & Worland, K. (2017). A historical writing apprenticeship for adolescents: Integrating disciplinary learning with cognitive strategies. Reading Research Quarterly. 52(1) 31–52. doi:10.1002/rrq.147 (PDF)
Wissinger, D.R., & De La Paz, S. (2016). Effects of critical discussions on middle school students’ written historical arguments. Journal of Educational Psychology, 108 (1) 43-59. (PDF)
Sherman, C., & De La Paz, S. (2015). FIX: A strategic approach to writing and revision for students with learning disabilities. Teaching Exceptional Children, 48 (2) 93-101. (PDF)
Monte-Sano. C., De La Paz, S., & Felton, M. (2015). Teaching argument writing and “content: in diverse middle school history classrooms. Social Education, 79 (4) 194-199. (PDF)
De La Paz, S & Wissinger, D. (2015). A comparison of disciplinary writing tasks: Examining argument and summary writing with secondary students with and without learning disabilities. Journal of Experimental Education, 83(1), 110-129. (PDF)
De La Paz, S., Felton, M., Monte-Sano, C., Croninger, B., Jackson, C., Deogracias, J., & Hoffman, B.P. (2014). Developing historical reading and writing with struggling adolescent readers: implementation and learning outcomes. Theory and Research in Social Education, 42, 228-274. (PDF)
Monte-Sano, C., De La Paz, S., & Felton, M. (2014). Implementing a disciplinary literacy curriculum for US history: Learning from expert middle school teachers in diverse classrooms. Journal of Curriculum Studies, 46, (4), 540-575. (PDF)
De La Paz, S. & Hernández-Ramos, P. (2013). Project-based learning in history: Effects on historical thinking for students with and without learning disabilities. Journal of Special Education Technology, 28, 1-14. (PDF)
De La Paz, S. & Sherman, C. (2013). Revising instruction in inclusive settings: Effects for English learners and novice writers. Learning Disabilities Research and Practice, 28, 129–141. (PDF)
De La Paz, S. (2013.) Teaching and learning in history: Reform-based practices for students with learning disabilities. Learning Disabilities: A Contemporary Journal, 11, 89-105. (PDF)
De La Paz, S., Ferretti, R., Wissinger, D., Yee. L., & MacArthur (2012). Adolescents’ disciplinary use of evidence, argumentative strategies, and organizational structure in writing about historical controversies, Written Communication, 29, 412-454.
Monte-Sano, C. & De La Paz, S. (2012). Using writing tasks to elicit adolescents’ historical reasoning, Journal of Literacy Research, 44, 273-299.
De La Paz, S., Malkus,N. N., Monte-Sano, C., & Montanaro, B. (2011). Evaluating American history teachers’ professional development: Effects on student learning. Theory and Research in Social Education, 39, 494-540. (PDF)
De La Paz, S., & Felton, M. (2010). Reading and writing from multiple source documents in history: Effects of strategy instruction with low to average high school writers. Journal of Contemporary Educational Psychology, 35, 174-192.
Hernández-Ramos, P. & De La Paz, S. (2009-10). Learning history in middle school by designing multimedia in project-based learning environments: Evidence of effectiveness. Journal of Research on Technology in Education 42, 151-173.
