A Cognitive Strategies Approach to Reading and Writing Instruction for English Language Learners in Secondary School

By C. Olson, Robert E. Land. Research in the Teaching of English, 2007

192 citations recorded by the source corpus.

This study was conducted by members of a site of the California Writing Project in partnership with a large, urban, low-SES school district where 93% of the students speak English as a second language and 69% are designated Limited English Proficient.

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/c34356488333e7ec0cb6c6eb8e112f5e8ace350f

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. P. McCardle
2. D. August
3. Sarah J. McCarthey
4. T. Shanahan
5. Steve Graham
6. Michael J. Kieffer
7. Nonie K. Lesaux

In Language and Linguistics

1. D. August
2. Sarah J. McCarthey
3. T. Shanahan

Citations in the corpus

• Developing Literacy in English Language Learners: Findings From a Review of the Experimental Research (2014, background): “The second showed that the Pathway Project, which focuses on using a cognitive-strategies approach to reinforce the reading–writing connection, encourages the writing development of ELLs (Olson & Land, 2007).”
• The Impact of No Child Left Behind on Teachers' Writing Instruction (2008, methodology): “The Pathway Project was successful in teaching explicit cognitive strategies in both reading and writing to English language learners (Olson & Land, 2007).”