Key Research Articles:
Examining the impact of a cognitive strategies approach to teaching arguments of literary analysis on the writing of mainstreamed English learners in secondary school, Written Communication 40.2 (2023).
The pathway to academic success: Scaling up a text-based analytical writing intervention for Latinos and English learners in secondary school, Journal of Educational Psychology, 112(4), 2020.
Reducing achievement gaps in academic writing for Latinos and English learners in Grades 7–12. Journal of Educational Psychology, 109, 2017.
Enhancing the Interpretive Reading and Analytical Writing of Mainstreamed English Learners in Secondary School: Results from a Randomized Field Trial Using a Cognitive Strategies Approach, American Educational Research Journal Vol. 49.2 (2012). 323-355. View PDF
A Randomized Experiment of a Cognitive Strategies Approach to Text-Based Analytical Writing for Mainstreamed Latino English Language Learners in Grades 6 to 12, Journal of Research on Educational Effectiveness Vol. 4.3 (2011). 231-263. View PDF
Teaching Secondary English Learners to Understand, Analyze, and Write Interpretive Essays About Theme, Journal of Adolescent & Adult Literacy Vol. 54.4 (2010). 245-256. View PDF
Taking a Reading/Writing Intervention for Secondary English Language Learners on the Road: Lessons Learned from the Pathway Project, Research in the Teaching of English Vol 42.3 (2008). 259-269. View PDF
A Cognitive Strategies Approach to Reading and Writing Instruction for English Language Learners in Secondary School, Research in the Teaching of English Vol. 41.3 (2007). 269-303. View PDF