Judith A Langer
Biographic Data
| ID | 1135768 |
|---|---|
| NAME | Judith A Langer |
| GIVEN NAMES | Judith A |
| FAMILY NAME | Langer |
| SIGNATURE | LANGER J A |
| AFFILIATIONS | University at Albany, State University of New York |
| VERIFIED | No |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 97 |
| WORKS AS AUTHOR | 12 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1984 |
| LATEST PUBLICATION YEAR | 2017 |
| H-INDEX | 5 |
Forum
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EJ Extra
In the May 2009 issue of English Journal , we reported on our analysis of data from the National Assessment of Educational Progress to provide a first look at changes in the teaching of writing over the past 30 years. In this article, we provide a more detailed look, drawing on data collected from visits to 260 English, math, social studies, and science classrooms in 20 middle schools and high schools in five states (schools all chosen for reputa…
Discussion-Based Approaches to Developing Understanding
This study examines the relationships between student literacy performance and discussion-based approaches to the development of understanding in 64 middle and high school English classrooms. A series of hierarchical linear models indicated that discussion-based approaches were significantly related to spring performance, controlling for fall performance and other background variables. These approaches were effective across a range of situations …
Beating the Odds
This study investigated the characteristics of instruction that accompany student achievement in reading, writing, and English. It focused on English language arts programs in schools that have been trying to increase student performance, comparing those whose students perform higher than demographically comparable schools with schools whose scores are more typical. The study took place in four states and included 25 schools, 44 teachers, and 88 …
Excellence in English in Middle and High School
This study examined the characteristics of teachers' professional lives that accompany student achievement in writing, reading, and English. The study was conducted in the classrooms of 44 middle and high school teachers in four states, in 25 schools and districts that were attempting to improve students' literacy abilities. The sample includes a high representation of schools and districts serving poor and traditionally low-performing students a…
The Process of Understanding
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Meaning Construction in School Literacy Tasks
This study examined the ways in which Mexican-American students construct meaning when reading school materials. It focused on the strategies they use when reading English and Spanish, the knowledge sources they call upon, and the ways in which these relate to understanding. Twelve fifth-grade students, all who come from bilingual homes, were asked to read both Spanish and English stories and informational pieces. Interspersed questions, post rea…
The State of Research on Literacy
Levels of Questioning
THIS STUDY suggests that when reading comprehension is viewed from a constructivist framework, where meaning grows and changes as the text progresses, categorization into comprehension levels such as literal and inferential is insufficient. Two third grade standardized multiple-choice test items were selected from a larger body of test items and administered to 24 third grade students using a procedure which allowed a view of each reader's growin…
The Effects of Available Information on Responses to School Writing Tasks
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Literacy Instruction in American Schools
Examining Background Knowledge and Text Comprehension
THIS STUDY examines the (a) relationships between background knowledge and passage comprehension, (b) relative usefulness of certain variations in measuring available knowledge (fluency vs. organization), (c) value of a background knowledge measure as applied to a teacher-directed small group pre-reading language and concept organizer activity, and (d) effect of a pre-reading activity on text-specific background knowledge and on comprehension. Pa…
Discussion-Based Approaches to Developing Understanding
This study examines the relationships between student literacy performance and discussion-based approaches to the development of understanding in 64 middle and high school English classrooms. A series of hierarchical linear models indicated that discussion-based approaches were significantly related to spring performance, controlling for fall performance and other background variables. These approaches were effective across a range of situations …
Beating the Odds
This study investigated the characteristics of instruction that accompany student achievement in reading, writing, and English. It focused on English language arts programs in schools that have been trying to increase student performance, comparing those whose students perform higher than demographically comparable schools with schools whose scores are more typical. The study took place in four states and included 25 schools, 44 teachers, and 88 …
Excellence in English in Middle and High School
This study examined the characteristics of teachers' professional lives that accompany student achievement in writing, reading, and English. The study was conducted in the classrooms of 44 middle and high school teachers in four states, in 25 schools and districts that were attempting to improve students' literacy abilities. The sample includes a high representation of schools and districts serving poor and traditionally low-performing students a…
Meaning Construction in School Literacy Tasks
This study examined the ways in which Mexican-American students construct meaning when reading school materials. It focused on the strategies they use when reading English and Spanish, the knowledge sources they call upon, and the ways in which these relate to understanding. Twelve fifth-grade students, all who come from bilingual homes, were asked to read both Spanish and English stories and informational pieces. Interspersed questions, post rea…
Examining Background Knowledge and Text Comprehension
THIS STUDY examines the (a) relationships between background knowledge and passage comprehension, (b) relative usefulness of certain variations in measuring available knowledge (fluency vs. organization), (c) value of a background knowledge measure as applied to a teacher-directed small group pre-reading language and concept organizer activity, and (d) effect of a pre-reading activity on text-specific background knowledge and on comprehension. Pa…
Levels of Questioning
THIS STUDY suggests that when reading comprehension is viewed from a constructivist framework, where meaning grows and changes as the text progresses, categorization into comprehension levels such as literal and inferential is insufficient. Two third grade standardized multiple-choice test items were selected from a larger body of test items and administered to 24 third grade students using a procedure which allowed a view of each reader's growin…
Literacy Instruction in American Schools
The Effects of Available Information on Responses to School Writing Tasks
Preview this article: The Effects of Available Information on Responses to School Writing Tasks, Page 1 of 1 /docserver/preview/fulltext/rte/18/1/researchintheteachingofenglish15685-1.gif
Literacy Instruction in American Schools
Examining Background Knowledge and Text Comprehension
THIS STUDY examines the (a) relationships between background knowledge and passage comprehension, (b) relative usefulness of certain variations in measuring available knowledge (fluency vs. organization), (c) value of a background knowledge measure as applied to a teacher-directed small group pre-reading language and concept organizer activity, and (d) effect of a pre-reading activity on text-specific background knowledge and on comprehension. Pa…
Levels of Questioning
THIS STUDY suggests that when reading comprehension is viewed from a constructivist framework, where meaning grows and changes as the text progresses, categorization into comprehension levels such as literal and inferential is insufficient. Two third grade standardized multiple-choice test items were selected from a larger body of test items and administered to 24 third grade students using a procedure which allowed a view of each reader's growin…
The State of Research on Literacy
The Process of Understanding
Preview this article: The Process of Understanding: Reading for Literary and Informative Purposes, Page 1 of 1 /docserver/preview/fulltext/rte/24/3/researchintheteachingofenglish15489-1.gif
Meaning Construction in School Literacy Tasks
This study examined the ways in which Mexican-American students construct meaning when reading school materials. It focused on the strategies they use when reading English and Spanish, the knowledge sources they call upon, and the ways in which these relate to understanding. Twelve fifth-grade students, all who come from bilingual homes, were asked to read both Spanish and English stories and informational pieces. Interspersed questions, post rea…
Excellence in English in Middle and High School
This study examined the characteristics of teachers' professional lives that accompany student achievement in writing, reading, and English. The study was conducted in the classrooms of 44 middle and high school teachers in four states, in 25 schools and districts that were attempting to improve students' literacy abilities. The sample includes a high representation of schools and districts serving poor and traditionally low-performing students a…
Beating the Odds
This study investigated the characteristics of instruction that accompany student achievement in reading, writing, and English. It focused on English language arts programs in schools that have been trying to increase student performance, comparing those whose students perform higher than demographically comparable schools with schools whose scores are more typical. The study took place in four states and included 25 schools, 44 teachers, and 88 …
Discussion-Based Approaches to Developing Understanding
This study examines the relationships between student literacy performance and discussion-based approaches to the development of understanding in 64 middle and high school English classrooms. A series of hierarchical linear models indicated that discussion-based approaches were significantly related to spring performance, controlling for fall performance and other background variables. These approaches were effective across a range of situations …
EJ Extra
In the May 2009 issue of English Journal , we reported on our analysis of data from the National Assessment of Educational Progress to provide a first look at changes in the teaching of writing over the past 30 years. In this article, we provide a more detailed look, drawing on data collected from visits to 260 English, math, social studies, and science classrooms in 20 middle schools and high schools in five states (schools all chosen for reputa…
Forum
Preview this article: Forum: English Research from 1984 to 2015: A Then, Newer, and Now Look through the Eyes of Our RTE Editorship, Page 1 of 1 /docserver/preview/fulltext/rte/50/3/researchintheteachingofenglish28163-1.gif
Psychology (12 works) · Mathematics education (11 works) · Pedagogy (10 works) · Computer Science (8 works) · Reading and Literacy Development (7 works) · Sociology (6 works) · Linguistics (5 works) · Literacy (5 works) · Reading (process (5 works) · Academic achievement (3 works)