Abstract
This paper provides an analysis of the rationale and theoretical underpinnings of the Genius Discipline-specific Literacy Model and its use of SMARTvisuals, interactive visual devices that employ embedded semantic prompts to cue the use of information-processing skills and strategies and focus attention on essential informational elements of high-frequency topics associated with learning history and the English language arts. Quantitative data validating the impact on high-, typical-, and low-achieving students' breadth, depth, and accuracy of history knowledge acquisition and the impact on high-stakes writing assessments, as well as social validity concerning teacher and student perceptions of the SMART visuals, are reviewed.
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