Using Cognitive Strategies To Develop English Language and Literacy

Crandall, JoAnn; Jaramillo, Ann; Olsen, Laurie; Peyton, Joy Kreeft

doi:10.1037/e587592011-001

Cited by 10 publications

(7 citation statements)

References 3 publications

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“…A story map breaks down the components of a story-characters, setting, and dialogue in a series of events or conflicts leading to a resolution-into chunks of text that can help students organize and comprehend the events of the story" p. 2). Crandall et al (2002) explain the advantages of using graphic organizers as follows:…”

Section: Using Story Maps As Graphic Organizersmentioning

confidence: 99%

The Impact of Using Story Maps as Graphic Organizers on Development of Vocabulary Learning of EFL Learners

Khatib¹,

Faruji²

2012

JLTR

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Abstract-The present study has been an attempt to investigate the impact of using story maps as graphic organizers on developing vocabulary learning of Iranian intermediate EFL learners. Sixty male and female students, who had scored homogenously in a TOEFL test, participated in this study. Both the control and the experimental groups participated in a vocabulary pre-test. After undergoing a course of 8 sessions of reading short stories, through which story maps were used as post-reading activity in the experimental group and traditional question and answer techniques were used in the control group, both groups took part in a vocabulary post-test. The data analysis revealed a significant difference between the performances of the two groups with the experimental group outperforming the other.

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Section: Using Story Maps As Graphic Organizersmentioning

confidence: 99%

The Impact of Using Story Maps as Graphic Organizers on Development of Vocabulary Learning of EFL Learners

Khatib¹,

Faruji²

2012

JLTR

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“…It is also important to make the education of ELL students a priority, with staff development time and resources focused on how to accomplish this effectively (see also Olsen, 1998, 2000; Olsen & Jamarillo, 1999), and to have sincerely high expectations for the educational achievements of ELL students. This means designing programs that effectively teach ELL and LEP students English literacy sufficient for both social and academic success (see, e.g., Crandall, Jamarillo, Olsen, & Peyton, 2002). It also means preparing to move students from ELL classes at some point.…”

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confidence: 99%

Creating More Effective Multiethnic Schools

Zirkel

2008

Social Issues Policy Review

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The empirical literature from education, psychology, and sociology is reviewed in order to identify strategies with demonstrated effectiveness in improving either the educational outcomes of students of color, interethnic relations in schools and colleges, or both. The conceptual framework for this review identifies eight core themes that can guide policy and change efforts in this area: (a) the need to explicitly and directly address issues of aversive and institutional racism, (b) the importance of conceiving of schools as agents of change, (c) the importance of leadership in setting a school or district tone, (d) the paradox that strategies for improving the educational outcomes for students of color can only be achieved by focusing on race and ethnicity, but the outcome of these efforts benefit all students, (e) the goals of improving interethnic relations and the educational outcomes of students of color are linked (in that improving one improves the other), (f) the need to explicitly affirm one's confidence in the abilities of students of color, (g) the importance of creating opportunities for the development of a strong, positive racial or ethnic identity, and (h) the need to create settings in which students feel connected to school through their relationships with peers and teachers.More than 50 years after Brown v. Board of Education (1954), educational equity for students of color remains a primary concern at all levels of education in the United States. Broad, extensive, and pervasive disparities persist in the educational experiences and outcomes between many students of color and many White

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“…The authors show that the best practices in adolescent literacy development encompass an integration of all four language domains and content area learning; these best practices are also the most effective for adolescent ELLs. Research has shown that the most effective language instruction for ELLs includes strategy instruction, content area language, and conceptual frameworks for understanding new learning (Crandall, Jaramillo, Olsen, & Peyton, 2002;Meltzer & Hamann, 2004). All of these instructional and pedagogical models value and emphasize the integration of the different language domains with content area cognitive development.…”

Section: Language: Proficiency Development and Achievementmentioning

confidence: 99%

The Intersection of Accountability and Language: Can Reading Intervention Replace English Language Development?

Callahan

2006

Bilingual Research Journal

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The language in recent education policy equates academic achievement with reading proficiency for English language learners (ELLs). In response to federal and state accountability efforts focused on reading, California high schools began to substitute reading intervention programs for English language development (ELD) curricula and instruction. This study compared the effect of a reading intervention program to that of a comprehensive ELD program on ELLs' achievement at one California high school. Ultimately, the comparison cohort earned higher achievement test scores than the reading intervention program cohort. Perhaps most striking, however, was the sheer proportion of ELLs excluded from services due to reading levels beyond the program exit level. As educators work to improve ELL achievement, the importance of curricula that meet students at their linguistic and academic level cannot be understated.

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Using Cognitive Strategies To Develop English Language and Literacy

Cited by 10 publications

References 3 publications

The Impact of Using Story Maps as Graphic Organizers on Development of Vocabulary Learning of EFL Learners

The Impact of Using Story Maps as Graphic Organizers on Development of Vocabulary Learning of EFL Learners

Creating More Effective Multiethnic Schools

The Intersection of Accountability and Language: Can Reading Intervention Replace English Language Development?

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