A Randomized Experiment of a Cognitive Strategies Approach to Text-Based Analytical Writing for Mainstreamed Latino English Language Learners in Grades 6 to 12

James S. Kim · Carol Booth Olson · Robin C. Scarcella · Matthew W Pearson · David A. van Dyk · Robert E. Land

53 citations0/0 files storedJournal of Research on Educational Effectiveness

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EFL/ESL Teaching and Learning Teacher Education and Leadership Studies Multilingual Education and Policy

Abstract

This study reports Year 1 findings from a multisite cluster randomized controlled trial of a cognitive strategies approach to teaching text-based analytical writing for mainstreamed Latino English language learners (ELLs) in 9 middle schools and 6 high schools. There were 103 English teachers stratified by school and grade and then randomly assigned to the Pathway Project professional development intervention or control group. The Pathway Project trains teachers to use a pretest on-demand writing assessment to improve text-based analytical writing instruction for mainstreamed Latino ELLs who are able to participate in regular English classes. The intervention draws on well-documented instructional frameworks for teaching mainstreamed ELLs. Such frameworks emphasize the merits of a cognitive strategies approach that supports these learners’ English language development. Pathway teachers participated in 46 hrs of training and learned how to apply cognitive strategies by using an on-demand writing assessment to help students understand, interpret, and write analytical essays about literature. Multilevel models revealed significant effects on an on-demand writing assessment (d = .35) and the California Standards Test in English language arts (d = .07).

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2019Effective Professional Development for Teachers to Foster Students’ Academic Language Proficiency Across the Curriculum: A Systematic Review 2016Reducing achievement gaps in academic writing for Latinos and English learners in Grades 7–12.2021Metacognitive strategy use in L2 writing assessment 2015Cost-Effectiveness Analysis of Early Reading Programs: A Demonstration With Recommendations for Future Research 2012Enhancing the Interpretive Reading and Analytical Writing of Mainstreamed English Learners in Secondary School

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