Judith Langer Distinguished Professor Director Center on English Learning And Achievement Director Albany Institute for Research on Education OFFICE : ED 310 PHONE : (518) 442-5029 FAX: (518) 442-5008
EMAIL: jlanger@uamail.albany.edu

Judith A. Langer, internationally known scholar in literacy learning, is Distinguished Professor at the University at Albany, State University of New York. She is founder and director of the Albany Institute for Research in Education and director of the Center on English Learning and Achievement. Her research focuses on the literate mind: on how people become highly literate, on how they use reading and writing to learn, and on what teachers and schools can do to facilitate effective learning, particularly in urban and low-performing schools.

Her major works examine the nature of literate thought - the knowledge students use when they "make sense" and the ways in which their learning is affected by activities and interac¬tions in the classroom. She has studied reading and writing development, ways in which understanding grows over time, how particular literacy contexts affect language and thought, the effects of literacy instruction on academic learning, and the contribution of literature to literacy. She recently studied professional and classroom features that accompany programs where students are "beating the odds" in literacy, including the kinds of professional and instructional components that need to be put into place to improve student learning, particularly those who the schools are failing. Most recently she has been focusing on the role of critical and creative thinking in supporting literacy development in academic subject areas.

Her work has had a strong impact on national policy and practice as well as theory. For example, since 1990, her groundbreaking work that identified and described the different processes used to understand literary versus expository texts has formed the theoretical framework underlying many national and state as well as international assessments and has been incorporated into many reading and writing standards, curricula, and materials. The Annenberg Foundation developed three separate 8-hour television series based on Langer’s research on literature (which continue to be replayed). Her present work on schools that “beat the odds” is being used to inform school improvement efforts across the country. Her books and speeches on this topic reach out to educators, providing suggestions in ways to work together for school improvement. Related to her work, Langer serves on many advisory boards and national reform groups involved in reconceptualizing literacy education and student learning.

She has received several notable awards, among them appointment as Distinguished Professor, the highest rank in the State University of New York system and an Honorary Doctorate from the University of Uppsala (Sweden). Other awards include (but are not limited to) the SUNY Chancellor’s Award for Exemplary Contributions to Research; Distinguished Benton Fellow, University of Chicago; Fellow and Scholar-in-Residence, Rockefeller Foundation, Bellagio, Italy; Distinguished Visiting Scholar, University of Turku, Finland; Visiting Scholar, University of Trondheim, Norway; Presidential Award for Lifetime Achievement, Hofstra University. She has also won the Albert J. Harris award for research on teaching students with reading difficulties, and been inducted into the international Reading Hall of Fame. Most recently, she was honored at Lund University, Sweden as one of 12 of the world’s “Imaginative Scientists.”

Author of numerous research articles, chapters and monographs, Langer has written ten books. They include Understanding Reading and Writing Research; Children Reading and Writing: Structures and Strategies; Language, Literacy, and Culture: Issues of Society and Schooling; How Writing Shapes Thinking; Literature Instruction: A Focus on Student Response; Envisioning Literature: Literary Understanding and Literature Instruction, Effective Literacy Instruction and Getting to Excellent: How to Create Better Schools. She is presently writing her 11th book, Envisioning Knowledge: Gaining Literacy in the Academic Disciplines. For eight years she was editor of the major research journal in her field, sits on six editorial boards, and has reviewed for 17 journals and many research agencies within the United States and across the world.

Educational Background
Hofstra University Ph.D.
City University of New York M.S.
City University of New York B.S.

Employment History
Distinguished Professor, SUNY Albany 2001-
Professor, SUNY Albany 1987-2001
Director, Center in English Learning & Achievement 1987-
Director, Albany Institute for Research in Education 1997-
Associate Professor, School of Education, Stanford University 1984-1987
Senior Researcher, Language Behavior Research Laboratory,
University of California, Berkeley 1980-1984
Adjunct Assistant Professor, New York University, Dept. of Educational Psychology 1978-1980
Adjunct Assistant Professor, Long Island University, C.W. Post School of Education 1973-1978

• Selected Honors
• Recent Grants
• Books
• Articles
• National Assessment Reports
• Technical Monographs
• Editorials, Book Reviews, and Columns
• Fall 2009 Courses

Selected Honors

Recent Grants

Co-Director, National Study of Writing Instruction (PI, Arthur N. Applebee), Years 1 and 2, National Writing Project and College Board $300,000; Years 3-5 Spencer Foundation, $497,767.

Director, National Research Center on English Learning and Achievement, Institute of Educational Sciences -continuation, $5,304,000 2001-2006

Co-Director (with Arthur Applebee), National Research Center on English Learning and Achievement, Federal Department of Education, Office of Educational Research and Improvement, $11,500,000. 2001-present

Co-Director (with Arthur Applebee), National Research Center on Literature Teaching and Learning, Federal Department of Education, Office of Educational Research and Improvement, $5,000,000 1991-1996.

Director, Albany Institute for Research in Education, several projects acquired ($12,319,600 to date).

Director, Partnership for Literacy, funding from multiple foundations and school districts ($598,798). 2003-present.

Principal Investigator, Academic Learning and Critical Reasoning, Field Initiated Grant, Office of Educational Research and Improvement, 1989-1991 $78,981.

Co-Director, National Center for the Learning and Teaching of Literature (with Arthur Applebee & Alan Purves), Federal Department of Education, Office of Educational Research and Improvement, $1,500,000. 1987-1990.

Co-Principal Investigator, Policy and Practice in the Teaching of Reading, Office of Educational Research and Improvement, 1987-1988.

Principal Investigator, Academic Learning in High School Subjects, Office of Educational Research and Improvement, 1986-1987.

Principal Investigator, Literacy Learning of Mexican-American Students, Spencer Foundation, 1986-1988.

Co-Principal Investigator, Policy and Practice in the Teaching of Writing, Spencer Foundation, 1986-1987.

Principal Investigator, Cognitive Relationships Between Reading and Writing: A Developmental View, National Institute of Education, 1982-1985.

Principal Investigator, Reading and Writing Relationships Across Discourse Modes, National Council of Teachers of English, 1982-1985.

Co-Principal Investigator, Writing and Learning in the High School Curriculum, National Institute of Education, 1982-1986.

Investigator, A Text Semantic Analysis of Standardized Reading Tests, National Science Foundation, 1980-1982.

Books

Langer, J.A. (in preparation). Envisioning Knowledge: Gaining Literacy in the Academic Disciplines. NY: Teachers College Press.

Langer, J.A. (in preparation). Envisioning Literature, 2nd edition. NY: Teachers College Press.

Langer, J.A. Getting to Excellent: How to Create Better Schools, NY: Teachers College Press, 2004

Langer, J.A. Effective Literacy Instruction: Building Successful Reading and Writing Programs. Urbana, IL: National Council of Teachers of English, (2002).

Langer, J.A. Envisioning Literature: Literary Understanding and Literature Instruction. NY: Teachers College Press, 1995
Also published as:
Langer, J. A. (2005). Litterara forestallningsvarldar. Goteborg, Sweden: Daidalos Press
Langer, J.A. (2005). Pensamento e experienca literarios. Passo Fundo, Brasil: UPF Editoria.

Flood, J. & Langer, J.A. (Eds.) Literature Instruction: Practice and Policy. NY: Scholastic Press, 1995.

Langer, J.A. (Ed.) Literature Instruction: A Focus on Student Response. Urbana, IL: National Council of Teachers of English, 1992. (presently being translated into Greek.)

Langer, J.A. and Applebee, A. How Writing Shapes Thinking: Studies of Teaching and Learning. Research Monograph Series. Urbana, IL: National Council of Teachers of English, 1987.

Langer, J.A. (Ed.) Language, Literacy, and Culture: Issues of Society and Schooling, Norwood, NJ: Ablex, 1987.

Langer, J.A. Children Reading and Writing: Structures and Strategies. Norwood, NJ: Ablex, 1986.

Kamil, M., Langer J.A. and Shanahan, T. Understanding Reading and Writing Research. Allyn and Bacon, 1985.

Langer, J.A. and Smith-Burke, M. (Eds.). Reader Meets Author/Bridging the Gap: A Psycholinguistic and Sociolinguistic Perspective. Barksdale, Delaware: International Reading Association, 1982.

Articles

Applebee, A.N. & Langer, J.A. (2009). “What’s happening in the teaching of writing?” English Journal, 98, 5, 18-28.

Applebee, A.N., Langer, J.A. & Nachowitz, M. (in press). NCTE and the teaching of literature. In E. Lindemann (Ed.), A Centennial History of the National Council of Teachers of English, Urbana, IL: National Council of Teachers of English.

Langer, J.A. (2008). Contexts for adolescent literacy. In Christenbury, L., Bomer, R. & Smagorinsky, P. Eds.). Handbook of Adolescent Literacy Research. NY: Guilford Press. Pp. 49-64.

Flood, J., Lapp, D., Brice-Heath, S. & Langer, J.A. (2008). The Communicative, visual and performative arts: Core components of literacy education. In Y. Goodman & J. Hoffman (Eds.) Changing Literacies for Changing Times.NY: Routledge.

Arthur N. Applebee, Mary Beth Curtis, Don Deshler, Bonnie Grossen, John Guthrie, Judith Langer, Carol Lee, Sharon Vaughn, “Part two: Advice from experts about improving academic literacy instruction for adolescents. In Joseph K. Torgesen, Debra D. Houston, Lila M. Rissman, Susan M. Decker, Greg Roberts, Sharon Vaughn, Jade Wexler, David J. Francis, Mabel O. Rivers, and Nonie Lesaux, Academic literacy instruction for adolescents: A Guidance document from the Center on Instruction. Portsmouth, NH: RMC Research Corporation, Center on Instruction, 2007. Pp. 118-163.

Langer, J. (2005). The literate mind in school and life. In A. Kulinen (Ed.) Literacy in Mother Tongue 94-112. Helsinki, Finland: University of Turku Press. (I)

Close, E.A., Hull, M. & Langer, J.A. (2005). Writing and reading relationships in literacy learning. In (Indrisano, R. & Paratore, J.R. Learning to Write/Writing to Learn: Theory and Research in Practice. Newark, DE: International Reading Association. 176-194.

A. Applebee, J. Langer, M. Nystrand, & Adam Gamoran (2003). Discussion-based approaches to developing understanding: Instruction and achievement in middle and high school English, American Educational Research Journal, 40, 3, 685-730.

Langer, J.A. (2001). Beating the odds: Teaching middle and high school students to read and write well. American Educational Research Journal.38, 4, 837-880.

Langer, J.A. (2001). Succeeding against the odds. English Journal, 91, 1, 37-42.

Langer, J.A. (March 2001). Harvard Education Letter.

Langer, J.A. (2001). Literature as opening possibilities. In L. Vanderhoeven & C. Snow (Eds.) Creating a world of engaged readers. NY: Erlbaum

Langer, J.A. (2000). Excellence in English in Middle and High School: How teachers’ professional lives support student achievement. American Educational Research Journal . 37, 2, 397-439.

Langer, J.A. & Flihan, S. (2000). Writing and reading relationships: Constructive tasks.
In R. Indrisano & J. Squire (Eds.). Writing and Research/Theory/Practice. Newark, DE: International Reading Association.

Langer, J.A. (1998). Thinking and doing literature: An 8-year study. English Journal. 87, 2, 16-22.

Langer. J.A. (1997). Literacy through literature. Journal of Adolescent and Adult Literacy. 40, 8, 606-615.

Langer, J.A. (1995). Literature and learning to think, Journal of Curriculum and Supervision, 10, 3, 207-226.

Langer, J.A. (1995). The Debate on Critical Thinking in the English Language Arts. Encyclopedia of the English Language Arts. NY: Scholastic.

Langer, J.A. (1995). Reading and Writing Connections. Encyclopedia of the English Language Arts. NY: Scholastic.

Langer, J.A. (1994). Teaching disciplinary thinking in academic coursework. In J. N. Mangieri & C. Collins (Eds.), Advanced educational psychology: Creating effective schools and powerful thinkers. NY: Harcourt, Brace, Javonovich, 82-109.

Langer, J. (1994). A response-based approach to reading literature. Language Arts, 71, 3, 203-211.

Langer, J.A. (1994). Reader-based literature instruction. In J. Flood and J. Langer (Eds.) Literature instruction: Practice and policy. NY: Scholastic Press.

Langer, J. (1992). Rethinking literature instruction. In J. Langer (Ed.) Literature Instruction: A Focus on Student Response. Urbana, IL: National Council of Teachers of English.

Langer, J.A. (1992).Speaking of knowing: Conceptions of understanding in academic disciplines. In A. Herrington and C. Moran (Eds.). Writing, teaching, and learning in the disciplines. NY: Modern Language Association.

Langer, J. (1992). Discussion as exploration: Literature and the horizon of possibilities. In G. Newell and R. Durst (Eds.) Exploring texts: The role of discussion and writing in the teaching and learning of literature. Norwood, MA: Christopher Gordon Publishers.

Langer, J.A. & Allington, R. (1992). Curriculum research in writing and reading. In P. Jackson (Ed.) Handbook of research on curriculum. NY: Macmillan., 687-725.

Langer, J.A. (1992). Reading, writing, and genre development: Making connections. In M.A. Doyle & J. Irwin (Eds.) Reading and Writing Connections, Newark DE: International Reading Association.

Langer, J.A. (1991). Literacy and schooling: A sociocognitive perspective. In Hiebert, E. (Ed.) Literacy for a diverse society. NY: Teachers College Press, 9-27.

Langer, J.A. (1990). The nature of understanding: Reading for literary and informational purposes. Research in the Teaching of English, 24, 3, 229-260.

Langer, J.A. (1990). Understanding literature. Language Arts, 67, 8, 817-823.

Langer, J.A.; Bartolome, L.; Lucas, T.; & Vasquez, O. (1990). Meaning construction in school literacy tasks: A study of bilingual students. American Educational Research Journal, 27, 3, 427-471.

Langer, J.A. (1988). The state of research on literacy, Educational Researcher, 17, 3, 42-46.

Langer, J.A. (1988) Research on the enterprise of writing instruction. In J. Davis and J. Marshall (Eds.), Ways of knowing: Research and practice in the teaching of writing. IA: Iowa Council of Teachers of English.

Langer, J.A. (1988). The role of literature in cognitive development. Reading, writing, and civic literacy. St. Louis MO: Department of Education.

Langer, J. A. (1987). A sociocognitive perspective on literacy learning, in J. Langer (Ed.), Language literacy and culture: Issues of society and schooling. Norwood, NJ: Ablex.

Langer, J.A. (1987). The Construction of meaning and the assessment of comprehension: An Analysis of Reader Performance on Standardized Test Items, in R. Freedle (Ed.) Cognitive and linguistic analyses of standardized test performance, Norwood, New Jersey: Ablex.

Langer, J.A. (1987). Envisionment: A reader-based view of comprehension, The California Reader, 20, 3, 4-7.

Langer, J.A. (1986). Reading, writing, and understanding: An analysis of the construction of meaning, Written Communication, 3, 2, 219-267.

Langer, J. and Applebee, A. (1986). Reading and writing instruction: Toward a theory of teaching and learning, in E. Rothkopf, Review of Research in Education, Vol. 13, Washington, DC: AERA, 171-194.

Langer, J.A. (1986). Learning through Writing: Study skills in the content areas, Journal of Reading, 29, 5, 401-406.

Langer, J. (1985). What eight-year-olds know about expository writing, Educational Perspectives, 23, 3, 27-33.

Langer, J.A. (1985). Children's sense of genre: A study of performance on parallel reading and writing tasks, Written Communication, 2, 2, 157-188.

Langer, J. and A. Applebee (1985). Learning to write: Learning to think, Educational Horizons, 64, 1, 36-39.

Langer, J.A. (1985). Levels of questioning: An alternative view, Reading Research Quarterly 20, 5, 586-602.

Langer, J.A. and Gates, V.P. (1985). Knowledge and comprehension: Helping students use what they know, in T. Harris and E. Cooper (Eds.) Reading, writing and concept development. New York: The College Board, 53-71.

Langer, J.A. (1985). Computers in the classroom: Perspectives and directions, in J. Orasanu (Ed.) A decade of reading research: Implications for practice, Hillsdale, New Jersey: Lawrence Erlbaum Associates, 189-203.

Langer, J.A. (1984). Literacy instruction in American schools: Problems and perspectives, American Journal of Education, 93, 1, 107-132. Reprinted in N.Stein (Ed.) (1986). Literacy in American schools. Chicago, IL: University of Chicago Press.

Langer, J.A. (1984). The effects of available information on responses to school writing tasks, Research in the Teaching of English, 18, 1, 27-44. This body of work is also reported in J. Langer, Where problems start, A. Applebee (Ed.), Contexts for learning to write: Studies of secondary school instruction, Norwood, NJ: Ablex, 1984.

Langer, J.A. (1984). Examining background knowledge and text comprehension, Reading Research Quarterly, 14, 4, 468-481.

Langer, J.A. and Applebee, A. (1984). Writing instruction: Negotiating the message, in A. Applebee (Ed.) Contexts for learning to write, Norwood, New Jersey: Ablex.

Langer, J.A. and Pradl G. (1984). Standardized testing: A call for action, Language Arts, November 764-67.

Applebee, A.N. & Langer, J. (1983). Instructional scaffolding: Reading and writing as natural language activities, Language Arts, 60, 2, 168-175. Reprinted in J. Jensen (Ed.), Composing and comprehending. Urbana, IL: NCRE/ERIC, 1984, 183-190. Also reprinted in J. Britton (Ed.) English teaching: An international exchange, London: Heinemann, 1984.

Langer, J.A. (1982). The reading process, in H. Alan Robinson and Alan Berger (Eds.), Secondary school reading: What research reveals about classroom practice. Urbana, IL: National Conference on Research in English, 39-52.

Langer, J.A. (1982). Reading, thinking, writing, and teaching, Language Arts, 59, 4, 336-341.

Langer, J.A. (1982). Facilitating text comprehension: The elaboration of prior knowledge, in J. Langer and M. Smith-Burke (Eds.), Reader meets author: Bridging the gap, Newark, Delaware: International Reading Association, 1982, 149-162.

Langer, J.A. (1981). From theory to practice: A pre-reading plan, Journal of Reading, 25, 2, 152-156.

Langer, J.A. and Nicolich, M. (1981). Prior knowledge and its effect on comprehension, Journal of Reading Behavior, 13, 4, 373-381.

Langer, J.A. (1981). Pre-reading plan (PReP): Facilitating text comprehension, in J. Chapman (Ed.), The reader and the text. London: Heinemann, 1981, 125-131.

Grundin, H., Courtney, Brother L., Langer, J., Pehrsson, R., Robinson, H.A., and Sakamoto, T. (1981). A cross cultural study of main idea and cloze procedure. Journal of Research in Reading (United Kingdom, 4, 2, 104-122). Also translated for Journal of the Science of Reading (in Japanese), 1981.

Langer, J.A. (1980). Relation between levels of prior knowledge and the organization of recall, in M. Kamil and A.J. Moe (Eds.), Perspectives in Reading Research and Instruction, 28-33.

Grundin, H., Courtney, Brother L., Langer, J., Pehrsson, R., Robinson, H.A., and Sakamoto, T. (1978). Cloze procedure and comprehension: An exploratory study across three languages, in D. Feitelson (Ed.), Cross-cultural perspectives on reading and reading research, Barksdale, Delaware: International Reading Association, 48-61.

National Assessment Reports

(1995) Reading Assessment Redesigned. Princeton, N.J.: Educational Testing Service (with J. Campbell, S. Neuman, I.V.S. Mullis, H. Persky, & P. Donahue).

(1994). Writing Report Card. Princeton, NJ: Educational Testing Service (with A. Applebee, I.V.S. Mullis, A.S. Latham, & C.A. Gentile).

(1990). Learning to Write in Our Nation's Schools: Instruction and Achievement Princeton, NJ: Educational Testing Service (with A. Applebee, I.V.S. Mullis, & L.B. Jenkins).

(1990). Learning to Read in Our Nation's Schools. Princeton, NJ: Educational Testing Service (with A. Applebee, I.V.S. Mullis, & M. A. Foertsch).

(1990). The Writing Report Card. Princeton, NJ: Educational Testing Service (with A. Applebee, I.V.S. Mullis, & L.B. Jenkins).

(1989). Crossroads in American Education. Princeton, NJ: Educational Testing Service (with A. Applebee & I.V.S. Mullis).

(1989). Understanding Direct Writing Assessments. Princeton, NJ: Educational Testing Service (with A. Applebee & I.V.S. Mullis).

(1988). Who Reads Best? Factors Related to Reading Achievement in Grades 3, 7, and 11. Princeton, NJ: Educational Testing Service (with A. Applebee & I.V.S. Mullis).

(1987). Grammar, Punctuation, and Spelling: Controlling the Conventions of Written Language, Princeton, NJ: Educational Testing Service (with A. Applebee & I.V.S. Mullis).

(1987). Literature and U.S. History: The Instructional Experiences and Factual Knowledge of High School Juniors. Princeton, NJ: Educational Testing Service (with A. Applebee & I.V.S. Mullis).

(1987). Learning to be Literate in America: Reading, Writing and Reasoning. Princeton, NJ: Educational Testing Service, 1987(with A. Applebee & I.V.S. Mullis).

(1986). The Writing Report Card: Writing Achievement in American Schools, Princeton, NJ: Educational Testing Service (with A. Applebee & I.V.S. Mullis).

(1986). Writing Trends Across the Decade, 1974-1984. Princeton, NJ: Educational Testing Service (with A. Applebee & I.V.S. Mullis). Also condensed in Education Digest, February 1987, 24-27.

(1985). The Reading Report Card: Progress Toward Excellence in Our Schools; Trends in Reading over Four National Assessments, 1971-1984, Princeton, NJ: Educational Testing Service (with A. Applebee & I.V.S. Mullis).

Technical Monographs

Langer, J.A. (1999). English instruction in schools that beat the odds: Teaching middle and high school students to read and write well..Report Series 12014. Albany, NY: National Research Center English Learning & Achievement. OERI Grant No. R305A960005.

Langer, J.A. (1999). Excellence in English in middle and high school: How teachers' professional lives affect student achievement, Report Series 12002. Albany, NY: National Research Center English Learning & Achievement. OERI Grant No. R305A960005.

Langer, J.A. (1993). Approaches toward understanding in low and high rated readers. Center for the Learning and Teaching of Literature, SUNY Albany, Albany NY. OERI Grant No. R117G10015.

Langer, J.A. (1992). Academic Learning and Critical Reasoning: A Study of Knowing in Academic Subjects Final Report to the United States Department of Education, Office of Educational Research and Improvement, Grant No. R117E0051.

Langer, J.A. (1992). Critical thinking and English language arts instruction. Report series 6.5, National Research Center on Literature Teaching and Learning, SUNY Albany, Albany, NY. OERI Grant No. R117G10015.

Langer, J.A. (1991). Literary Understanding and Literature Instruction. Report Series 2.11, Center for the Learning and Teaching of Literature, SUNY Albany, Albany, NY. OERI Grant No. G008720278.

Roberts, D. & Langer, J. (1991). Supporting the process of literary understanding: Analysis of classroom discussion. Report Series 2.12. Center for the Learning and Teaching of Literature, SUNY Albany, Albany NY. OERI Grant No. G008720278.

Langer, J.A. (1989). The development of literary understanding. Report 2.1, Center for the Learning and Teaching of Literature, SUNY Albany, Albany NY. OERI Grant No. G008720278.

Applebee, A.N., Langer, J.A., & Green, M. (1990). Policy and Practice in the Teaching of Literacy. Final Report to the Department of Education, Grant No. G008710015.

Langer, J.A. & Applebee, A. (1988). Speaking of Knowing: Conceptions of Learning in Academic Subjects, Final Report to the Office of Educational Research and Improvement, Grant No. G008610967.

Langer, J.A., Meaning Construction in School Reading Tasks: A Study of Mexican-American Students, Final Report to the Spencer Foundation, 1988.

Langer, J.A., Policy and Practice in the Teaching of Writing, Final Report to the Spencer Foundation, 1988.

Langer, J.A., Writing and Learning in the Secondary School, Final Report, National Institute of Education, Grant No. NIE-G-82-0027, 1986.

Langer, J.A., Reading and Writing in School-Age Children: A Developmental View, Final Report, National Institute of Education, Grant No. NIE-82-0025, 1984.

Editorials, Book Reviews, and Columns

Langer, J.A. (1999). Common Instructional Features in Uncommonly Successful English/Language Arts Programs. English Update.

Langer, J.A. (1999). Teachers Excel in Rich Professional Environments. English Update.

Langer, J.A. (1998). Beating the Odds: Critical Components Boost Student Performance. English Update.

Langer, J.A. (1997). Forward, In S. Hynds. Negotiating the Brink. NY: Teachers College Press

Langer, J.A. (1997). Beyond Winners and Losers. English Update.

Langer, J.A. (1995). The Debate on Critical Thinking in the English Language Arts. Encyclopedia of the English Language Arts. NY: Scholastic.

Langer, J.A. (1995). Reading and Writing Connections. Encyclopedia of the English Language Arts. NY: Scholastic.

Langer, J.A. (1995). Envisionment. Encyclopedia of the English Language Arts. NY: Scholastic.

Langer, J.A. Reflections on Research in the English Language Arts. Research in the Teaching of English, 25, 4, 388-390, 1991 (with A. Applebee).

Langer, J.A. The interplay of emotions in writing. Contemporary Psychology, 35, 10, 1990.

Langer, J.A. Literate Thinking and Schooling, Thinking, 8, 3, 29-31, 1989.

Langer, J.A. Literate Thinking and Schooling, Literacy Research Newsletter, 5, 1. University of Pennsylvania, Spring 1989.

Langer, J.A. Reading Children's Writing: A Linguistic View, Language in Education, Fall 1989.

Langer, J.A. From Research to Coursework: Rethinking the Shape of Academic Programs in Literacy, Research in the Teaching of English, 22, 2, 1988.

Langer, J.A. Testing and the Inhibition of Educational Reform, Research in the Teaching of English, 21, 4, 1987.

Langer, J.A. Commentary on R. Calfee, The Design of Comprehensible Text, in J.R. Squire (Ed.) The Dynamics of Language Learning. NCRE, 1987.

Langer, J.A. Some Thoughts on Testing, Forum, Fall, 1986.

Langer, J.A. Red Herrings in Language Research: Qualitative versus Quantitative Methods, Research in the Teaching of English, 21, 2, 1987.

Langer, J.A. PReP: Preparing to learn from academic writing. Ignite: Building Higher Level Thinking Skills. Newark, DE: International Reading Association, 1987.

Langer, J.A. Research on Learning and Instruction: Assessing Our Progress, Research in the Teaching of English, 20, 4, 1986.

Langer, J.A. Computers and Conversation, Research in the Teaching of English, 20, 2, 1986.

Langer, J.A. A Sociocognitive Approach to Language Learning, Research in the Teaching of English, 19, 4, 1985.

Langer, J.A. Cognition and Instruction, Research in the Teaching of English, 19, 2, 1985.

Langer, J.A. Novice and Expert Distinctions, Research in the Teaching of English, 18, 4, 1984.

Langer, J.A. Process and Product, Research in the Teaching of English, 18, 2, 1984.

Langer, J.A. Research Directions, Research in the Teaching of English, 18, 1, 1984. (with A. Applebee).

Langer, J.A. What Students Know and What they Write: Ways to Focus a Writing Conference, National Writing Project Newsletter, 1981, 4, 1.

Langer, J.A. Pre-Reading Language and Concept Organizers, Sunrise Semester Bulletin, New York University, Spring 1979.

Fall 2009 Course:

ETAP 780, Class #21902 - Research Practicum in ETAP
(3 credits)
Designed for students who wish to participate in research projects directed by faculty. Experiences include library research, study of measurement instruments, training in administration of instruments, scoring and analysis of results, and participation in data collection and analysis. Prerequisite: Consent of instructor.