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Enhancing the Interpretive Reading and Analytical Writing of Mainstreamed English Learners in Secondary School: Results From a Randomized Field Trial Using a Cognitive Strategies Approach

Enhancing the Interpretive Reading and Analytical Writing of Mainstreamed English Learners in... In this study, 72 secondary English teachers from the Santa Ana Unified School District were randomly assigned to participate in the Pathway Project, a cognitive strategies approach to teaching interpretive reading and analytical writing, or to a control condition involving typical district training focusing on teaching content from the textbook. Pathway teachers learned how to use an on-demand writing assessment to help mainstreamed English learners understand, interpret, and write analytical essays. In Year 2, treatment effects were replicated on an on-demand writing assessment (d = .67) and showed evidence of transfer to improved performance on a standardized writing test (d = .10). The results underscore the efficacy of a cognitive strategies reading/writing intervention for mainstreamed English learners (ELs) in the secondary grades. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png American Educational Research Journal SAGE

Enhancing the Interpretive Reading and Analytical Writing of Mainstreamed English Learners in Secondary School: Results From a Randomized Field Trial Using a Cognitive Strategies Approach

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References (89)

Publisher
SAGE
Copyright
Copyright © 2019 by American Educational Research Association
ISSN
0002-8312
eISSN
1935-1011
DOI
10.3102/0002831212439434
Publisher site
See Article on Publisher Site

Abstract

In this study, 72 secondary English teachers from the Santa Ana Unified School District were randomly assigned to participate in the Pathway Project, a cognitive strategies approach to teaching interpretive reading and analytical writing, or to a control condition involving typical district training focusing on teaching content from the textbook. Pathway teachers learned how to use an on-demand writing assessment to help mainstreamed English learners understand, interpret, and write analytical essays. In Year 2, treatment effects were replicated on an on-demand writing assessment (d = .67) and showed evidence of transfer to improved performance on a standardized writing test (d = .10). The results underscore the efficacy of a cognitive strategies reading/writing intervention for mainstreamed English learners (ELs) in the secondary grades.

Journal

American Educational Research JournalSAGE

Published: Apr 1, 2012

Keywords: reading and writing instruction,English learners,secondary education

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