Students are often asked to engage in source-based multiple-document reading and writing tasks (i.e, integrated writing tasks) in which they have to learn and communicate about complex socio-scientific issues. In this paper, we examined how students' knowledge and literacy skills support the quality of students' integrated writing.
McCarthy, K. S., Yan, E. F., Allen, L. K., Sonia, A. N., Magliano, J. P., & McNamara, D. S. (2022). On the basis of source: Impacts of individual differences on multiple-document integrated reading and writing tasks. Learning and Instruction, 79, 101599. https://doi.org/10.1016/j.learninstruc.2022.101599