Beating the Odds: Teaching Middle and High School Students to Read and Write Well

By Judith A. Langer. 2001

393 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/b9234b2ce4e54e8e75718a3be0f7f5c79f2447b9

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Vocabulary Instruction in Fifth Grade and Beyond (2015, background): “We know that discussion has links to learning, and a classroom environment rich in both teacher and student talk has consistently been linked to student achievement at many grade levels and for a diverse range of learners (e.g., Knapp, 1995; Langer, 2001).”
Handbook of Research on Learning and Instruction (2011, background): “An emerging paradigm in studying motor skill acquisition takes an ecological perspective by focusing on the interaction of the general learning environment and learner thought processes.”
Reading to Learn: Effects of Combined Strategy Instruction on High School Students (2004, background): “That issue is critical because, despite the sizable group of research documenting the effectiveness of strategy instruction in fostering comprehension, it is not likely disseminated within schools (Langer, 2001; Presseley, Wharton-Macdonald, Hampson, & Echevarria, 1998), thereby portraying a gap bet”
The Relationship Between Component Skills and Writing Quality and Production Across Developmental Levels (2016, background): “…recent surveys suggested a heavy reliance on the process approach to writing instruction (Cutler & Graham, 2008; Kiuhara, Graham, & Hawken, 2009), Langer (2001) found that the majority of the most successful middle and high school English teachers explicitly used a combination of instruction…”
Discussion-Based Approaches to Developing Understanding: Classroom Instruction and Student Performance in Middle and High School English (2003, background): “1990; Langer, 1992, 2001, 2002; Lee, 1993.”
Professional Development That Supports the Teaching of Cognitive Reading Strategy Instruction (2010, background): “, teachers with consistently high gain scores on measures of reading achievement in low-income schools) (Knapp, 1995; Langer, 2000; Metsala et al., 1997; Morrow, Tracey, Woo, & Pressley, 1999; Pressley, Rankin, & Yokoi, 1996; Taylor et al., 2000).”
Qualities of Historical Writing Instruction: A Comparative Case Study of Two Teachers’ Practices (2008, background): “(Langer, 2001), participatory approaches that actively engage students (cf.”
Communicating Mathematically: Comparison of Knowledge Structures in Teacher and Student Discourse in a Secondary Math Classroom (2005, background): “These studies have clearly identified connections between knowledge construction, communication, and students’ learning (e.g., Comstock, Rowell, & Bowers, 1995; Langer, 2001).”
Excellence in English in Middle and High School: How Teachers' Professional Lives Support Student Achievement (2000, background): “Langer (1999) reports on features of excellent practice in these teachers' classrooms.”
Self-Regulation in Academic Writing Tasks (2005, background): “In the writing research, the importance of classroom contexts in writing tasks is a recurrent theme (e.g., Graham & Harris, 1997; Langer, 2001; Palmquist & Young, 1992; Perry, 1998).”
You Can't Learn Much from Books You Can't Read (2002, background): “These excellent teachers implemented classroom instruction that combined multiple-level content texts and additional instructional support for struggling readers (Allington, 2002; Allington & Johnston, 2002; Langer, 2001; Nystrand, 1997; Pressley, Allington, Wharton-McDonald, Block, & Morrow, 2001).”
Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006) (2007, result): “There are other studies that we interpret as supporting the effectiveness of IL and other constructivist environments (e.g., Guthrie et al., 2004; Langer, 2001; Wu & Tsai, 2005).”
Explicit Reading Comprehension Instruction in Elementary Classrooms: Teacher Use of Reading Comprehension Strategies (2011, background): “…research points out that the most accomplished teachers across multiple grade levels routinely engage in comprehension instruction (Knapp, 1995; Langer, 2000; Lipson, Mosenthal, Mekkelsen, & Russ, 2004; Metsala et al., 1997; Morrow, Tracey, Woo, & Pressley, 1999; Pressley, Rankin, & Yokoi,…”