A randomized experiment of a cognitive strategies approach to text-based analytical writing for mainstreamed Latino English language learners in grades 6-12.

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A randomized experiment of a cognitive strategies approach to text-based analytical writing for mainstreamed Latino English language learners in grades 6-12.

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Title: A randomized experiment of a cognitive strategies approach to text-based analytical writing for mainstreamed Latino English language learners in grades 6-12.
Author: Kim, James Sangil; Olson, Carol B.; Scarcella, Robin; Kramer, Jason; Pearson, Matthew; van Dyk, David; Collins, Penny; Land, Robert E.

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Citation: Kim, James. S, Carol B. Olson, Robin Scarcella, Jason Kramer, Matthew Pearson, David van Dyk, Penny Collins and Robert Land. 2011. A randomized experiment of a cognitive strategies approach to text-based analytical writing for mainstreamed Latino English language learners in grades 6-12. Journal of Research on Educational Effectiveness 4, no. 3: 231-263.
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Abstract: This study reports year 1 findings from a multi-site cluster randomized controlled
trial of a cognitive strategies approach to teaching text-based analytical writing for mainstreamed Latino English Language learners (ELLs) in 9 middle schools and 6 high schools. 103 English teachers were stratified by school and grade and then randomly assigned to the Pathway Project professional development intervention or control group. The Pathway Project trains teachers to use a pretest on-demand writing assessment to improve text-based analytical writing instruction for mainstreamed Latino ELLs who are able to participate in regular English classes. The intervention draws on well documented instructional frameworks for teaching mainstreamed ELLs. Such frameworks emphasize the merits of a cognitive strategies approach that supports these learners' English language development. Pathway teachers participated in 46 hours of training and learned how to apply cognitive strategies by using an on-demand writing assessment to help students understand, interpret, and write analytical essays about literature. Multilevel
models revealed significant effects on an on-demand writing assessment (d = .35) and the
California Standards Test in English Language Arts (d = .07).
Terms of Use: This article is made available under the terms and conditions applicable to Open Access Policy Articles, as set forth at http://nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of-use#OAP
Citable link to this page: http://nrs.harvard.edu/urn-3:HUL.InstRepos:28979946
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