Impact of the WRITE Program on English Language Learner Achievement and Teacher Instructional Practice
Through this study, professors Jamal Abedi and Christian Faltis investigating the impact of the WRITE Tier 2 writing program on the academic performance of English Language Learner (ELL) students and on teacher instructional practices in middle and high schools.
The WRITE Tier 2 writing program uses a three-pronged approach to the teaching of writing with ELL students: 1) Thinking Like a Writer: meta-cognition regarding “what good writers do;” 2) Academic Cultural Literacy: genre-specific academic discourse awareness; and 3) Writing Skills: explicit writing skills instruction through authentic student-based writing tasks that focus on writing as a process and that are designed to meet the needs of English learners at all language proficiency levels.
This four-year study (May 2011-April 2015) funded by West Ed utilizes two complementary designs, conducted in two phases.
The first phase (Phase I) used a quasi-experimental research design to obtain data from middle and high schools in California that have implemented the WRITE Tier 2 program for at least two years compared to matched schools that have not.
The second phase (Phase II) uses an experimental study design in which teachers in randomly selected middle school samples were assigned as an entire school to either a treatment group in which they received WRITE Tier 2 training or to a control group with no WRITE Tier 2 training. The findings from these two designs will be supplemented with surveys and qualitative interviews that investigate changes in student metacognition, teacher efficacy toward teaching writing, and teacher instructional practices.
Specializing in educational and psychological assessments, Jamal Abedi’s research focuses on testing for English language learners and issues concerning the technical characteristics and interpretations of these assessments. Abedi is the author of many publications in the assessment of and accommodations for English-language learners. He is on the advisory committees for several major assessment organizations and advises a number of states on testing for English learners and children with disabilities.
Chris Faltis holds degrees from San Francisco State University, San José State University, and Stanford University, where he earned an MA and PhD. Prior to coming to UC Davis, he served on the faculties of Arizona State University and the Universities of Alabama and Nevada. Faltis was a Fulbright Senior Research Scholar at the National Autonomous University of Honduras, and a Visiting Scholar at UC Berkeley.