A Cognitive Strategies Approach to Reading and Writing Instruction for English Language Learners in Secondary School
Has this study been replicated?
The atlas records 1 replication of this study. Recorded outcomes: 1 successful. The earliest on record is from 2017.
Replications
- Reducing achievement gaps in academic writing for Latinos and English learners in Grades 7–12, Olson et al. (2017). Journal of Educational Psychology. Outcome recorded: successful.
Difference-in-differences and regression analyses revealed significant effects on student writing outcomes in both years of the intervention (Year 1, d = 0.48; Year 2, d = 0.60).
Outcome read from the abstract. View paper
Cite this record
Olson, C. B., & Land, R. (2007). A Cognitive Strategies Approach to Reading and Writing Instruction for English Language Learners in Secondary School. Research in the Teaching of English, 41(3), 269–303. https://doi.org/10.58680/rte20076014
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