CELA Research

CELA Research

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National Study of Writing Instruction

A collaboration among the National Writing Project, the Education Trust, the College Board, and CELA, this three-year study, begun in 2005, is a large-scale survey of writing instruction across the subjects in middle and high school. In addition to seeking to determine the general state of writing instruction, 6-12, it seeks, in particular, to determine the differences between lower- and higher-performing schools and the experiences of traditionally under-performing and higher-performing student groups.

The first report, based on a reanalysis of existing data bases from the National Assessment of Educational Progress (NAEP), shows that writing achievement has held steady across the years and, despite more emphasis on writing across the curriculum, middle and high school students still spend little time each week on writing, especially extended writing. The Executive Summary and Full Report, by Arthur Applebee and Judith Langer, are now available.

Partnership for Literacy

CELA recently completed data collection and analysis on an implementation study that put into place in a variety of school settings the plans, programs, and processes that earlier research had shown to be effective in boosting students' literacy achievement. Now, based on that study, CELA has developed instructional and professional development services that are available to schools and districts across the country.

RECENTLY COMPLETED RESEARCH PROJECTS

Technology Integration

Building on previous research on technology and literacy, a technology implementation study examined how English language arts teachers can most effectively use computer software to enhance literacy learning in their classrooms.

Effective Elementary Language Arts Instruction (Grade 1-4)

A robust set of studies identified the most effective classroom practices for literacy learning. Resources include a poster of effective first-grade literacy instruction, a report about fourth-grade literacy, and several books.

Features of Exemplary Middle and High School Instruction

This research identified the features of classrooms in which students "beat the odds" to literacy achievement beyond that achieved by peers in comparable schools and districts; it focused on curriculum and instruction as well as teachers' professional lives. Resources include several trade books, journal articles, and a guidelines booklet for middle and high school literacy instruction.

Role of Language in Learning in Academic Disciplines

Studies looked at different academic courses and the kinds of literacy they foster and require for student success. Resources include several reports and articles as well as a special issue of the journal Linguistics and Education.

Cultural and Historical Contexts for Literacy

Studies looked at different cultures across time to learn more about how economic and technological change affect literacy requirements and opportunities. Resources include a book on Literacy in American Lives, about opportunity and economic change.

Teacher Education and Professional Development

This research examined teacher preparation programs to identify features that enable new teachers to effectively use what they have learned. The research team also studied the role of experienced teachers and their influence on new teachers. Resources include several articles and reports that explore teachers transitions from preservice coursework to practice.

       The National Research Center on English Learning & Achievement
       Last Updated June 5, 2007
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