Huy Q Chung
Biographic Data
| ID | 9510086 |
|---|---|
| NAME | Huy Q Chung |
| GIVEN NAMES | Huy Q |
| FAMILY NAME | Chung |
| SIGNATURE | CHUNG H Q |
| AFFILIATIONS | University of California, Irvine |
| ORCID | 0000-0002-3048-3678 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Conducting a national expansion of a text-based argument writing intervention for secondary students using a cognitive strategies approach
Examining the Impact of a Cognitive Strategies Approach on the Argument Writing of Mainstreamed English Learners in Secondary School
The stagnation of National Assessment of Educational Progress (NAEP) Writing scores demonstrates the need for research-based instruction that improves writing for all students, especially English learners. In this article, we synthesize the literature on effective instructional practices for this diverse group of learners and describe how these strategies are leveraged in a teacher professional development program that has been previously shown t…
A meta-analysis of writing treatments for students in grades 6–12
There is considerable concern that many adolescents do not attain the writing competence needed to be successful in school, their personal lives, or the workplace. Ensuring that students acquire this competence is a basic responsibility of schools. In order to meet this objective, teachers need access to effective practices for teaching writing. In this meta-analysis, we examined if teaching writing improved the writing and reading of students in…
Syntactic and lexical features of adolescent L2 students’ academic writing
With a premium placed on academic writing in the U.S. secondary education context, adolescent L2 students are expected to develop advanced skills to analyze, interpret, and produce complex texts in a variety of content areas, which require proficiency in academic language. To enhance the academic literacy of developing L2 writers and to meet their linguistic needs, it is crucial to identify the unique language features of their academic writing. …
The pathway to academic success
This study reports findings from a multisite cluster randomized controlled trial designed to validate and scale up an existing successful professional development program that uses a cognitive strategies approach to text-based analytical writing. The Pathway to Academic Success Project worked with partner districts affiliated with 4 National Writing Project (NWP) sites in southern California. Informed by a wide body of research on the efficacy of…
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The pathway to academic success
This study reports findings from a multisite cluster randomized controlled trial designed to validate and scale up an existing successful professional development program that uses a cognitive strategies approach to text-based analytical writing. The Pathway to Academic Success Project worked with partner districts affiliated with 4 National Writing Project (NWP) sites in southern California. Informed by a wide body of research on the efficacy of…
Syntactic and lexical features of adolescent L2 students’ academic writing
With a premium placed on academic writing in the U.S. secondary education context, adolescent L2 students are expected to develop advanced skills to analyze, interpret, and produce complex texts in a variety of content areas, which require proficiency in academic language. To enhance the academic literacy of developing L2 writers and to meet their linguistic needs, it is crucial to identify the unique language features of their academic writing. …
Examining the Impact of a Cognitive Strategies Approach on the Argument Writing of Mainstreamed English Learners in Secondary School
The stagnation of National Assessment of Educational Progress (NAEP) Writing scores demonstrates the need for research-based instruction that improves writing for all students, especially English learners. In this article, we synthesize the literature on effective instructional practices for this diverse group of learners and describe how these strategies are leveraged in a teacher professional development program that has been previously shown t…
A meta-analysis of writing treatments for students in grades 6–12
There is considerable concern that many adolescents do not attain the writing competence needed to be successful in school, their personal lives, or the workplace. Ensuring that students acquire this competence is a basic responsibility of schools. In order to meet this objective, teachers need access to effective practices for teaching writing. In this meta-analysis, we examined if teaching writing improved the writing and reading of students in…
Conducting a national expansion of a text-based argument writing intervention for secondary students using a cognitive strategies approach
Psychology (5 works) · Mathematics education (4 works) · Pedagogy (4 works) · Writing and Handwriting Education (4 works) · Academic writing (2 works) · Cognition (2 works) · Discourse Analysis in Language Studies (2 works) · Intervention (counseling) (2 works) · Linguistics (2 works) · Academic achievement (1 work)