A Cognitive Strategies Approach to Reading and Writing Instruction for English Language Learners in Secondary School
Olson, Carol Booth; Land, Robert (2007). Research in the Teaching of English, v41 n3 p269-303. Retrieved from: https://eric.ed.gov/?id=EJ776476
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examining1,192Students, grades6-12
Pathway to Academic Success (Pathway Project) Intervention Report - English Language Learners
Review Details
Reviewed: July 2021
- Quasi-Experimental Design
- The study does not meet WWC group design standards because the equivalence of the clusters in the analytic intervention and comparison groups is necessary but the requirement was not satisfied.
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Please see the WWC summary of evidence for Pathway to Academic Success (Pathway Project).
Findings
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Study sample characteristics were not reported.Additional Sources
In the case of multiple manuscripts that report on one study, the WWC selects one manuscript as the primary citation and lists other manuscripts that describe the study as additional sources.
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Olson, Carol Booth; Land, Robert; Anselmi, Thelma; AuBuchon, Charlie. (2010). Teaching Secondary English Learners to Understand, Analyze, and Write Interpretive Essays about Theme. Journal of Adolescent & Adult Literacy, v54 n4 p245-256.
Grant Competition
Review Details
Reviewed: February 2014
- Grant Competition (findings for Pathway Project)
- Quasi-Experimental Design
- Meets WWC standards with reservations
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Findings
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
Literacy assessment |
Pathway Project vs. Business as usual |
1996-1997 |
Cohort 1;
|
N/A |
N/A |
No |
-- | |
|
Literacy assessment |
Pathway Project vs. Business as usual |
1998-1999 |
Cohort 3;
|
N/A |
N/A |
Yes |
|
|
|
Literacy assessment |
Pathway Project vs. Business as usual |
1999-2000 |
Cohort 4;
|
N/A |
N/A |
Yes |
|
|
|
Percentage of students receiving at least one upper-half score on literacy assessment |
Pathway Project vs. Business as usual |
1999-2000 |
Cohort 4;
|
N/A |
N/A |
Yes |
|
|
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Characteristics of study sample as reported by study author.
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100% English language learners -
Urban
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California
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Ethnicity Hispanic 90% Not Hispanic or Latino 10%
An indicator of the effect of the intervention, the improvement index can be interpreted as the expected change in percentile rank for an average comparison group student if that student had received the intervention.
For more, please see the WWC Glossary entry for improvement index.
An outcome is the knowledge, skills, and attitudes that are attained as a result of an activity. An outcome measures is an instrument, device, or method that provides data on the outcome.
A finding that is included in the effectiveness rating. Excluded findings may include subgroups and subscales.
The sample on which the analysis was conducted.
The group to which the intervention group is compared, which may include a different intervention, business as usual, or no services.
The timing of the post-intervention outcome measure.
The number of students included in the analysis.
The mean score of students in the intervention group.
The mean score of students in the comparison group.
The WWC considers a finding to be statistically significant if the likelihood that the finding is due to chance alone, rather than a real difference, is less than five percent.
The WWC reviews studies for WWC products, Department of Education grant competitions, and IES performance measures.
The name and version of the document used to guide the review of the study.
The version of the WWC design standards used to guide the review of the study.
The result of the WWC assessment of the study. The rating is based on the strength of evidence of the effectiveness of the intervention. Studies are given a rating of Meets WWC Design Standards without Reservations, Meets WWC Design Standards with Reservations, or >Does Not Meet WWC Design Standards.
A related publication that was reviewed alongside the main study of interest.
Study findings for this report.
Based on the direction, magnitude, and statistical significance of the findings within a domain, the WWC characterizes the findings from a study as one of the following: statistically significant positive effects, substantively important positive effects, indeterminate effects, substantively important negative effects, and statistically significant negative effects. For more, please see the WWC Handbook.
The WWC may review studies for multiple purposes, including different reports and re-reviews using updated standards. Each WWC review of this study is listed in the dropdown. Details on any review may be accessed by making a selection from the drop down list.
Tier 1 Strong indicates strong evidence of effectiveness,
Tier 2 Moderate indicates moderate evidence of effectiveness, and
Tier 3 Promising indicates promising evidence of effectiveness,
as defined in the
non-regulatory guidance for ESSA
and the regulations for ED discretionary grants (EDGAR Part 77).