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The Center on English Learning & Achievement

Albany Institute for Research in Education


Center on English Learning & Achievement



Welcome!


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The Center on English Learning & Achievement (CELA) specializes in research, development, and services to improve literacy teaching and learning across the grades and subjects. Two major projects, the Partnership for Literacy and the National Study of Writing Instruction, address the issues described below.

LITERACY AND LEARNING

Reading, writing, discussing, listening, and thinking are related, all members of the literacy family. Each assists in the development of the others. When used supportively in classroom instruction toward the development of new concepts and understandings, students become more knowledgeable and more highly literate. Literacy, then, is both a desired end – we want students (indeed our population) to be able to read, write, listen, reason, and speak well – and a means through which students are able to become more knowledgeable, skilled, and literate in a variety of subjects and topics, both those in the required curriculum and those of personal interest.

These are higher-order thinking skills that require a different kind of teaching than that that prevailed for most of the nineteenth and twentieth centuries. Fortunately, we know a good deal about curricula and instruction that develop these abilities, as well as about how to support teachers to be more effective literacy teachers, no matter who their students are or what subjects they teach. We share this information on this website in the form of articles, reports, booklets, and books that draw on a broad base of research conducted over decades by school- and university-based researchers within CELA as well as across the U.S. and the world beyond.

Teachers at all levels who enrich student understanding of what they read through classroom discussion and a range of informal as well as formal writing assignments produce students who have stronger literacy skills than their peers who experience less effective classroom practices. It is also important that the curriculum be coherent and that it include topics worth thinking, talking, and writing about. These practices matter across the grades and subjects, from the early years of learning through middle and high school and beyond.

For more information, follow the links above, the navigation bar to the left, or contact Janet Angelis, CELA Associate Director.

 
 

Copyright © 2011 CELA.  All rights reserved.

Last updated on June 08, 2011 by the Webmaster.
Please send questions or comments to:
aireadmin@uamail.albany.edu.

Center on English Learning and Achievement,  School of Education B9
University at Albany,  1400 Washington Ave.,  Albany,  NY 12222

Phone: (518) 442-5026  Fax: (518) 442-5933

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Partnership for Literacy Newsletter


Partnership for Literary Newsletter
Current: May 2011

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