Category: Research To Practice

No one reads on an island: How contexts and tasks influence how we read

6/2/2021

By Jacob Steiss

A Meta-analysis of Writing Instruction for Students in the Elementary Grades

5/26/2021

By Minkyung Cho and Jenell Krishnan

Reference: Graham, S., McKeown, D., Kiuhara, S., & Harris, K. R. (2012). A meta-analysis of writing instruction for students in the elementary grades. Journal of educational psychology, 104(4), 879.

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Supporting English Learners' Development of Academic Language

5/5/2021

By Minkyung Stone and Sasha Stone

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Reference: Scarcella, R. (2003). Academic English: A conceptual framework. The University of California Linguistic Minority Research Institute, Technical Report 2003-1.

Snow, C. E., & Uccelli, P. (2009). The challenge of academic language. In Olson, D. R., & N. Torrance (Eds.), The Cambridge Handbook of Literacy (pp. 112-133). Cambridge: Cambridge University Press.

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Infographics to Support Writing Development Within Process-based Writing Pedagogy

4/28/2021

Undraa Maamuujav, Jenell Krishnan, & Penelope Collins

Infographics are visual representations designed to present information, data, and knowledge quickly and clearly (Krauss, 2012). A writing curriculum that explicitly teaches writers how to develop infographics as an authentic method of planning their ideas and communicating them to an intended audience may hold unique affordances for their writing development.

By engaging students in developing infographics as a part of the writing process, teachers create an opportunity for students to compose within a legitimate, multimodal genre used in many public and private sectors.

Moreover, teaching students how to create infographics before they compose their full-text drafts places greater emphasis on effective communication and reinforces the value of planning—a behavior demonstrated among successful writers (Graham & Harris, 1994).