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

Autor/inn/en	Olson, Carol Booth; Kim, James S.; Scarcella, Robin; Kramer, Jason; Pearson, Matthew; van Dyk, David A.; Collins, Penny; Land, Robert E.
Titel	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
Quelle	In: American Educational Research Journal, 49 (2012) 2, S.323-355 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831212439434
Schlagwörter	Writing Evaluation; Writing Tests; English (Second Language); Teaching Methods; Secondary School Teachers; Middle School Students; High School Students; Essays; Writing Assignments; Transfer of Training; Standardized Tests; Cognitive Development; Reading Strategies; Writing Strategies; Comparative Analysis; Mainstreaming; English Teachers; Faculty Development; Exit Examinations; At Risk Students; California + Suchen Sie Ihr Suchwort? Writing test; Schreibtest; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Essay; Aufsatzunterricht; Training; Transfer; Ausbildung; Standadised tests; Standardisierter Test; Kognitive Entwicklung; Reading strategy; Leselernstufe; Lesetechnik; Schreibtechnik; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Final examination; Abschlussprüfung; Kalifornien
Abstract	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 = 0.67) and showed evidence of transfer to improved performance on a standardized writing test (d = 0.10). The results underscore the efficacy of a cognitive strategies reading/writing intervention for mainstreamed English learners (ELs) in the secondary grades. (Contains 1 note, 4 tables, and 3 figures.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10