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Mind the Gap: A Cognitive Strategies...

Matuchniak, Tina.

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Mind the Gap: A Cognitive Strategies Approach to College Writing Readiness for English Language Learners.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Mind the Gap: A Cognitive Strategies Approach to College Writing Readiness for English Language Learners./
Author:	Matuchniak, Tina.
Description:	185 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-10(E), Section: A.
Contained By:	Dissertation Abstracts International74-10A(E).
Subject:	Education, English as a Second Language. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3564833
ISBN:	9781303140860

Mind the Gap: A Cognitive Strategies Approach to College Writing Readiness for English Language Learners.
Matuchniak, Tina.

Mind the Gap: A Cognitive Strategies Approach to College Writing Readiness for English Language Learners. - 185 p.

Source: Dissertation Abstracts International, Volume: 74-10(E), Section: A.

Thesis (Ph.D.)--University of California, Irvine, 2013.

English language learners (ELLs) are one of the fastest growing groups among school-age children in the country, yet, according to national NAEP (2011) data, only 1% of them scored at the proficient level in reading in grade 12. ELLs continue to lag behind every other group when it comes to reading and writing, which raises the question of how to effectively and equitably educate a growing population of traditionally underserved students in order to prepare them to gain access to and flourish in postsecondary institutions. Much of the current literature points to academic preparation as being a key factor in college access and persistence. This study is a quasi-experimental, longitudinal study, which follows a cohort of 136 12th grade ELLs as they transition from high school to college, examining how their academic preparation, specifically their writing experiences and performances, enables them to gain access to and persist in college. Data sources include students' high school essays, standardized test scores, high school grades, college placement scores, college grades, and persistence to the second year of college. Multiple regression analysis was used to account for variance in the outcome variables based on linear combinations of continuous and dichotomous predictor variables. Findings from the study suggest that a cognitive strategies approach to writing instruction in high school has an effect on both the writing outcomes of high school ELLs as well as on their success in college. Specifically, participation in the treatment condition accounted for about 8% of the variance in the measure of overall writing quality (d = .61) and about 5% of the variance on the measure of the amount of commentary included in the essays (d = .46). Additionally, treatment students were a little over two and a half times more likely (Exp. beta = 2.692) than the control students to persist to the second year of college.

ISBN: 9781303140860Subjects--Topical Terms:

1030294
Education, English as a Second Language.

Mind the Gap: A Cognitive Strategies Approach to College Writing Readiness for English Language Learners.
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245 1 0 $a Mind the Gap: A Cognitive Strategies Approach to College Writing Readiness for English Language Learners.
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500 $a Source: Dissertation Abstracts International, Volume: 74-10(E), Section: A.
500 $a Adviser: Carol Booth Olson.
502 $a Thesis (Ph.D.)--University of California, Irvine, 2013.
520 $a English language learners (ELLs) are one of the fastest growing groups among school-age children in the country, yet, according to national NAEP (2011) data, only 1% of them scored at the proficient level in reading in grade 12. ELLs continue to lag behind every other group when it comes to reading and writing, which raises the question of how to effectively and equitably educate a growing population of traditionally underserved students in order to prepare them to gain access to and flourish in postsecondary institutions. Much of the current literature points to academic preparation as being a key factor in college access and persistence. This study is a quasi-experimental, longitudinal study, which follows a cohort of 136 12th grade ELLs as they transition from high school to college, examining how their academic preparation, specifically their writing experiences and performances, enables them to gain access to and persist in college. Data sources include students' high school essays, standardized test scores, high school grades, college placement scores, college grades, and persistence to the second year of college. Multiple regression analysis was used to account for variance in the outcome variables based on linear combinations of continuous and dichotomous predictor variables. Findings from the study suggest that a cognitive strategies approach to writing instruction in high school has an effect on both the writing outcomes of high school ELLs as well as on their success in college. Specifically, participation in the treatment condition accounted for about 8% of the variance in the measure of overall writing quality (d = .61) and about 5% of the variance on the measure of the amount of commentary included in the essays (d = .46). Additionally, treatment students were a little over two and a half times more likely (Exp. beta = 2.692) than the control students to persist to the second year of college.
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