Taking a Reading/Writing Intervention for Secondary English Language Learners on the Road: Lessons Learned from the Pathway Project

Carol Booth Olson; Robert Land

doi:10.58680/rte20086495

Research in the Teaching of English Feb 2008

Taking a Reading/Writing Intervention for Secondary English Language Learners on the Road: Lessons Learned from the Pathway Project

Carol Booth Olson University of California, Irvine ; Robert Land California State University Los Angeles

Abstract

These two recipients of this year’s Alan C. Purves Award reflect on their work (reported in RTE Vol. 41, No. 3, pp. 269â€“303) on “A Cognitive Strategies Approach to Reading and Writing Instruction for English Language Learners in Secondary School” and the lessons they learned from their original research study as they tried to replicate the project in two additional districts outside their service area, to determine if the implications of their study would hold beyond the local context. The Alan C. Purves Award is given to the RTE article in the previous volume year judged most likely to impact educational practice

Journal: Research in the Teaching of English
Published: 2008-02-01
DOI: 10.58680/rte20086495
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Open Access: Closed
Topics: writing pedagogy multilingual writers literacy studies
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Olson et al. (2023)

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Taking a Reading/Writing Intervention for Secondary English Language Learners on the Road: Lessons Learned from the Pathway Project

Abstract

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