The ability to write well is necessary for success at school and beyond; however, little is known about how best to improve the writing performance of ELLs. This project aims to explore two key malleable factors that have the potential to improve ELLs writing outcomes — the quality of sheltered instruction and the quality of writing instruction. Researchers will investigate the relationship between instruction and writing (with a focus on argument genre) among fourth grade Latino students, as well as potential differences in these relationships for students with different levels of English and Spanish language and literacy proficiency.
Co-Investigators: Linda Caswell (Abt Associates); Elizabeth Howard (University of Connecticut); Mary Avalos (University of Miami)
Graduate Research Assistant: Astrid Sambolin-Morales (CU Boulder)