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Jane E. Hardy; Victoria Rodrigo – Dimensions, 2025
Extensive reading is an approach to language learning that encourages learners to read a large quantity of easy reading material. A substantial body of research confirms the effectiveness of this approach for developing proficiency in both first (L1) and second (L2) languages. This paper explains what extensive reading is, why it is important, and…
Descriptors: Second Language Learning, Second Language Instruction, Reading Habits, Reading Materials
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Qin, Wenjuan; Uccelli, Paola – Reading and Writing: An Interdisciplinary Journal, 2021
In writing science summaries, student writers frequently borrow language fragments from source texts. While taking a text's ideas verbatim is commonly considered a failure in writers' expected use of their own words or even plagiarism, imitating "linguistic chunks" from skilled speakers is also an effective practice in language…
Descriptors: Elementary School Students, Middle School Students, Science Education, Writing (Composition)
Qin, Wenjuan; Uccelli, Paola – Grantee Submission, 2021
In writing science summaries, student writers frequently borrow language fragments from source texts. While taking a text's ideas verbatim is commonly considered a failure in writers' expected use of their own words or even plagiarism, imitating "linguistic chunks" from skilled speakers is also an effective practice in language…
Descriptors: Elementary School Students, Middle School Students, Science Education, Writing (Composition)
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List, Alexandra; Alexander, Patricia A. – Educational Psychologist, 2019
We introduce the Integrated Framework of Multiple Texts to understand how students use and form connections between multiple texts to accomplish personal or task goals. The Integrated Framework of Multiple Texts conceptualizes students' multiple text use as unfolding over the course of three stages--preparation, execution, and production. In the…
Descriptors: Assignments, Planning, Production Techniques, Prior Learning
Bambrick-Santoyo, Paul; Chiger, Stephen – Educational Leadership, 2017
Part of helping students learn to read critically and with comprehension is guiding them to use writing to help think through the content and clarify what they understand--or don't. Looking at students' writing also helps teachers see how much learners are really understanding in their reading and where exactly any learner is struggling. After…
Descriptors: Reading Comprehension, Writing (Composition), Teaching Methods, Figurative Language
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Maya Pindyck – English Journal, 2017
The author was invited as a teaching artist into a first-grade classroom in New York City to teach a 14-session poetry residency culminating in an anthology of student writing. They began by sitting together on a carpet by the interactive whiteboard and read aloud several examples of "I wish" poems from Kenneth Koch's (1970) wonderful…
Descriptors: Teaching Methods, Literacy, Literacy Education, Educational Theories
Sylvén, Liss Kerstin, Ed. – Multilingual Matters, 2019
This book provides a rich and unique longitudinal account of content and language integrated learning (CLIL). The chapters report on the findings from a large-scale, three-year research project undertaken at senior high school level in Sweden. The ecological perspective, with quantitative and qualitative methods, gives voice to both learners and…
Descriptors: Foreign Countries, Second Language Learning, High Schools, English (Second Language)
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Tanaka, Makiko; Sanchez, Edward – TESL-EJ, 2016
This study investigated perceptions of a class of 20 first-year Japanese college students on peer questioning in cooperative reading activities. After the instructor gave an hour of interactive explanations of the reading, in which students were encouraged to interact actively with the instructor in interpreting the reading material, students were…
Descriptors: Foreign Countries, College Freshmen, Peer Relationship, Cooperative Learning
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Wissinger, Daniel R.; De La Paz, Susan – Journal of Educational Psychology, 2016
In this experimental study, 151 middle school students explored 3 historical controversies, first reading and discussing primary source documents in groups, then writing arguments on their own. Students were either randomly assigned to an experimental condition, using argumentative schemes and critical questions as guides during discussions, or to…
Descriptors: Middle School Students, Writing Assignments, History, Controversial Issues (Course Content)
Keenan, James M. – ProQuest LLC, 2013
Teachers of standards based, College Prep English classes regularly face resistant and struggling readers who fail to engage, persevere, and comprehend curricular texts. As a result, these readers do not share in class discussions. Therefore, a class discourse was formulated upon Gee's (1996) Social Discourse theory and Leu, Kinzer, Coiro, and…
Descriptors: English Instruction, Resistance (Psychology), Writing Assignments, Imagery
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Hoeft, Mary E. – International Journal for the Scholarship of Teaching and Learning, 2012
This article reports findings from two studies assessing reading compliance among first semester freshmen at a small Midwestern two-year liberal arts university. The first study assessed reading compliance of students enrolled in two sections of First Year Seminar, finding that 46% of students reported that they read assignments, yet only 55% of…
Descriptors: College Freshmen, Reading Habits, Compliance (Psychology), Reading Assignments
Meltzer, Julie; Hamann, Edmund T. – Education Digest: Essential Readings Condensed for Quick Review, 2006
In this article, the authors discuss the plight of three very bright students, who have poor or limited English. The authors discuss how promising practices used to develop content-area reading, writing, and thinking can go a long way toward helping English language learners (ELLs) improve their literacy and learning. They discuss five sets of…
Descriptors: Second Language Learning, English (Second Language), High School Students, Foreign Countries
Hayes, David A. – 1985
A substantial amount of literature in education and psychology supports the notion that reading combined with writing enhances comprehension and recall. To investigate how various writing tasks affect thinking, a pilot study was conducted, which produced results consistent with the hypothesis that text engagement (student interaction with written…
Descriptors: Cognitive Processes, Content Area Reading, High School Students, High Schools