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
Bibliographic Data
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
Cognition · English language · Intervention (counseling · Linguistics · Mathematics education · Pedagogy · Reading (process · Reading comprehension · Rhetorical modes · Teaching method · Test (biology · Transfer of training · Innovative Teaching and Learning Methods · Psychology · Reading and Literacy Development · Writing and Handwriting Education
K-12 ESL Writing Instruction
ESL Writing Instruction in K-12 Settings
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Investigating meaningful impact in adolescent writing achievement within a high‐stakes testing context
Composing Her Growing Identities as a Mexican American
Reducing academic inequalities for English language learners
Group peer assessment of oral English performance in a Taiwanese elementary school
Navigating success in higher education
Motivation, Self‐Regulated R2W Strategy Use, and Their Relationship Patterns Among Different Writing Performance Groups
Professional development on fostering students’ academic language proficiency across the curriculum—A meta-analysis of its impact on teachers’ cognition and teaching practices
Effectiveness of Literacy Programs Balancing Reading and Writing Instruction
A Synthesis of Quantitative Research on Reading Programs for Secondary Students
Improving Schooling for Language-Minority Children
Educating English Language Learners
A meta-analysis of writing instruction for adolescent students.
The instruction of reading comprehension
Empirical Benchmarks for Interpreting Effect Sizes in Research
Program Integrity in Primary and Early Secondary Prevention
Inside the Black Box
Becoming a strategic reader
Hierarchical linear models
Teaching thinking skills
Teaching Secondary English Learners to Understand, Analyze, and Write Interpretive Essays About Theme
A Cognitive Strategies Approach to Reading and Writing Instruction for English Language Learners in Secondary School
Taking a Reading/Writing Intervention for Secondary English Language Learners on the Road
The Ciera School Change Framework
The Effects of Reading and Writing upon Thinking Critically
Effective Reading Programs for Middle and High Schools
Developing Literacy in Second-Language Learners
Beating the Odds
Discussion-Based Approaches to Developing Understanding
| Citations per year | 1.63 |
|---|---|
| Citation span | 2018 - 2025 (8) |
| Highly cited | No |