Reading and Writing and Cognitive Strategies

Sonst. Personen	VanDeWeghe, Rick (Hrsg.)
Titel	Reading and Writing and Cognitive Strategies
Quelle	In: English Journal, 97 (2008) 4, S.93-96 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-8274
Schlagwörter	Second Language Learning; English (Second Language); Teaching Methods; Educational Strategies; Reading Instruction; Writing Instruction; Secondary Education; Workshops; Learning Strategies; Scaffolding (Teaching Technique); Protocol Analysis; Teacher Education; California + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstrategie; Leseunterricht; Schreibunterricht; Sekundarbereich; Lernwerkstatt; Schulung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Lehrerausbildung; Lehrerbildung; Kalifornien
Abstract	This article takes a closer look at teaching in classrooms by reviewing a recent article by Carol Booth Olson and Robert Land, literacy researchers and National Writing Project site directors. In "A Cognitive Strategies Approach to Reading and Writing Instruction for English Language Learners in Secondary School" (EJ776476), Olson and Land report on the Pathway Project, a cognitive strategies intervention developed by the University of California-Irvine Writing Project. This project involved fifty-five teachers in all thirteen secondary schools in a California district where 93 percent of students speak English as a second language. Over an eight-year period, these teachers studied the "thinking tools accessed by experienced readers and writers during the process of meaning construction" through professional development workshops. They then taught those tools directly to students through a variety of curricular approaches. The Olson and Land study presents a counterpoint to reductionist approaches by drawing on a number of classroom practices recommended by the Educational Alliance at Brown University, including employing a variety of strategies to help students understand challenging texts and concepts. Classroom implications that emanated from the research of Olson and Land are presented. (Contains 1 figure.) (ERIC).
Anmerkungen	National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10