Research Articles, Book Chapters, and Presentations
What Is Happening in the Teaching of Writing? (English Journal, 98(5), 18-28 - May 2009) by Arthur N. Applebee and Judith A. Langer.
This list includes some of the many articles and book
chapters authored by CELA researchers, listed alphabetically by the
lead author’s last name. You may also use the search function
(ctrl-f) to locate articles by secondary authors. These articles are in addition to
the research reports also available
on this site.
Closing the Gap between Concept and Practice: Towards More Dialogic Discussion in the Language Arts Classroom (Journal of Adolescent and Adult Literacy, JAAL). (and E. Rougle, E. Kaiser, and S. Caughlan)
What Is Effective Literature Instruction? A Study of Experienced
High School English Teachers in Differing Grade- and Ability-Level
Classes (Journal of Literacy Research,
32 (3), 303-348, 2000).
"There It Was, That One Sex Scene": The Effects
of Censorship on Experienced High School English Teachers (English
Journal, November 1999).
Negotiating Different Conceptions about Reading and Teaching
Literature in a Preservice Literature Class (Research
in the Teaching of English, 33, August 1998).
You Can’t Learn Much from Books You Can’t Read
Leadership, 60 (3), 16-19).
Putting Books in the Classroom Seems Necessary but Not
Sufficient (Journal of Educational Research, 93 (2)).
What I’ve Learned About Effective Reading Instruction
from a Decade of Studying Exemplary Elementary Classroom Teachers (Phi
Delta Kappan, 83 (10), 740-747, June 2002).
Exemplary Fourth-Grade Teachers. Language Arts, 79 (6),
2002. (and P. Johnston, J. Day)
What Do We Know About Effective Fourth Grade Teachers
and their Classrooms? In C.M. Roller, EDS, Learning to
Teach Reading: Setting the Research Agenda (pp. 150-165), 2001.
Newark, DE: International Reading Association. (and P.
Does state and
federal reading policymaking matter? In T. Loveless, EDS, The
Great Curriculum Debate (pp. 268-298), 2001. Washington, DC:
of literacy teaching: How "research" shaped educational policy.
Educational Researcher, 28 (8), 4-13, 1999. (and H. Woodside-Jiron)
educational policy: The slippery role of educational research and
researchers. Journal of Literacy Research, 31, 457-482,
in literacy instruction for students with special needs. In L. M. L.
Gambrell, S. Neuman, and M. Pressley, EDS, Best Practices in
Literacy Instruction (pp. 292-310), 1999. New York: Guilford. (and K. Baker)
30 years of
research: When is a research summary not a research summary? In
K. Goodman EDS, In Defense of Good Teaching: What Teachers Need
to Know about the Reading Wars (pp. 143-157), 1998. York, ME:
Stenhouse. (and H. Woodside-Jiron)
texts in beginning reading: Are mandates based on research? ERS
Spectrum, 16 (2), 3-11, Spring, 1998. (and H. Woodside-Jiron)
Learning To Read: What Research Says Parents Can Do To
Help Their Children (Our Children,
January 1998). (and S. Guice)
Engaging Special Education Students in Higher Levels of Literacy (Educator's Voice, Vol. II, April 1, 2009). (and J. Shogan, L. Carroll, A. Ordway, N. Hunt, and A. Spanakos)
Testing: Only the tip of the iceberg (Adolescent Literacy in
Perspective, January 2006).
Improving Reading Comprehension in Middle and High School (pp. 1-6, English Update Newsletter, Spring 2005).
The Relation Between Professional Climate and Student Learning
Depends on the Way a School Treats Teachers (Judith L. Irvin, EDS, Middle School Journal, 35 (5), May 2004).
Parents can use conversations to help their children in reading
and writing (Our Children, National
PTA Magazine, 29 (2), 10-11, October 2003).
Study Confirms Importance of Discussion-Based Instruction to Student Literacy Performance (English Update, Fall 2003).
Tracking and the Literacy Gap (pp. 1-3, English Update Newsletter, Spring 2003).
Conversation in the Middle School Classroom: Developing Reading,
Writing, and Other Language Abilities (Middle
School Journal, 34 (3), January 2003).
The Critical Role of Conversation in Learning (p. 3, English Update Newsletter, Fall 2002).
Validity and Value of Research on Reading Beyond the Early
Years - What Parents Need to Know (American
Educational Research Association, 83rd Annual Meeting, April
Development: A Vital but Often Neglected Part of R & D (April
What Is Happening in the Teaching of Writing? (Applebee, A.N. & Langer,
J.A., English Journal, 98(5), 18-28, May 2009).
Discussion-Based Approaches to Developing Understanding: Classroom
Instruction and Student Performance in Middle and High School
English (American Education
Research Journal, 40 (3), 685-730, Fall 2003). (and J.
Langer, M. Nystrand, and A. Gamoran)
Balancing the Curriculum in the English Language Arts: Exploring
the Components of Effective Teaching and Learning. (In Handbook
of Research on Teaching the English Language Arts, Second
Edition (2003), James Flood, Diane Lapp, James R. Squire, and Julie M.
Jensen, EDS. Lawrence Erlbaum Associates).
Engaging Students in the Disciplines of English: What Are
Successful Schools Doing? (English
Journal, 91 (6), July 2002)
Alternative Models of Writing Development (Book
Curricular Conversations in Elementary School Classrooms: Case
Studies of Interdisciplinary Instruction (In Interdisciplinary
Curriculum: Challenges to Implementation, Sam Wineberg and
Pam Grossman, EDS. Teachers
College Press, 2000). (and R. Burroughs and G. Cruz)
Creating Continuity and Coherence in High School Literature
Curricula (Research in the Teaching of English, 34,
February 2000). (and R. Burroughs and A. Stevens)
Building a Foundation for Effective Teaching and Learning of
English: A Personal Perspective on Thirty Years of Research (Research
in the Teaching of English, 33, May 1999).
Rethinking Curriculum in the English Language Arts (English
Journal, 86, September 1997).
Issues in the English Language Arts: A Survey of Teachers
and State Coordinators (June
The effects of school-based Writing-to-Learn interventions on
academic achievement: A meta-analysis (Review of Educational
Research, 74, 29-58). (and M.M. Hurley and B. Wilkinson)
Teacher ratings of student engagement with educational software:
an exploratory study (Educational Technology Research and
Development, 50 (2), 23-38, 2002).
Student engagement with educational software:
An exploration of literate thinking with electronic literature. (Journal
of Educational Computing, 24 (3), 2001, 213-234). (and C.
Drafting U.S. literacy. (College English, 66 (5),
Changing literacy. (Teachers College Record , 105, 245-260, March 2003)
wealth, and the new economy (Lecture, Center for the
Interdisciplinary Studies of Writing, University of Minnesota, 2002)
Limits of the local: Expanding perspectives on literacy as a
social practice. (Journal of Literacy Research , 34 (3),
337-356, Fall 2002). (and Clinton, K)
Literacy Learning and Economic Change (Harvard
Education Review, 69 (4), 373, Winter 1999).
Below the bar: Profiles of students who fail state reading
tests. (Educational Evaluation and Policy Analysis, 24,
219-239, 2002). (and S.W. Valencia)
Behind Test Scores: What
struggling readers REALLY need. (The Reading Teacher, 57 (6), 520-531,
March 2004). (and S.W. Valencia)
Related paper: Meeting the Needs of Failing Readers: Cautions and Considerations for State Policy
The Production of Achievement Inequality
in High School English (American
Educational Research Journal, Winter 2002, 39 (4), 801-827). (and
Bringing the Science Assessment Standards into the Classroom (Paper,
November 1999). (and S. Sherwood and O. Cezilturk)
Engaging in an authentic science project
(In R. Bayley and S. Schecter, EDS,
socialization and bilingualism. Clevedon, England: Multilingual
Matters). (and J. Zuengler)
Reclaiming tradition, remaking community (In R. Blot, EDS, Language and social identity. New York: Bergin and Garvey.)
Language, identity, and learning in the era of expert-guided
systems (In S. Wortham and B. Rymes, EDS, The Linguistic
Anthropology of Education. Westport, CT: Praeger
Writing and reading relationships in literacy learning in
Learning to Write, Writing to Learn: Theory
and Research in Practice (2005). Newark, DE:
International Reading Association. (and M. Hull and J.A.
Problems in Developing A Constructivist Approach to Teaching:
One Teacher’s Transition from Teacher Preparation to Teaching (Elementary
School Journal, 102 (5), May 2002). (and P. Smagorinsky, P.G. Fry, B. Konopak, and C. Moore)
What Sorts of Standards for Teachers? (Teaching
for Intelligence II, 2000). (and R. Allington)
Literacy and L’Armee Clandestine: The Writings of the
Hmong Military Scribes (Hmong Studies Journal, 3, Winter 2000)
Never Hold a Pencil: Rhetoric and Relations in the Concept of "Preliteracy" (Written
Communication, 17 (2), 224-258, April 2000)
The Relationship between Professional Development and
Professional Community in American Schools (School Effectiveness
and School Improvement, 14 (1), 1-29, Mar 2003). (and E.
What Are They Thinking? Journal of Staff Development, 24
(2), 56-60, spring 2002.
High School English: A National Portrait (High School Journal, 86 (2), 1-13). (and W. Carbonaro)
schooling and educational inequality: Forecast for the 21st century. Sociology of Education, 34 (Extra Issue),
Tracking, Instruction, and Unequal Literacy in Secondary School English
(In Stability and Change in American Education: Structure,
Processes Outcomes. M.T. Halinan, A. Gamoran, T. Loveless, and W.
Kubitschek, EDS). (and Sean Kelly)
Conversations on Teaching Reading: From the Point of View of
Point of View (English Education, 36 (3), 192-213, April 2004). (and J. Stone and J. Kroeger)
Focusing the concerns of new teachers: The district as teacher
educator. (In M. Knapp, M. McLaughlin, J. Marsh, and A. Hightower, EDS, School districts and instructional renewal: Opening the
conversation (pp. 129-142). New York: Teachers College Press). (and C. Thompson and S.W. Valencia)
District policy and beginning teachers. (ERS Spectrum: Journal
of School Research and
Information. 20, 12-22, 2002). (and C. Thompson and S.W. Valencia)
Appropriating Tools for Teaching English: A Theoretical Framework
for Research on Learning to Teach (American Journal of Education, November 1999). (and
P. Smagorinsky and S. Valencia)
In Search of a Profound Answer: Mainstream Scripts and
the Marginalization of Advanced-Track Urban Students (Science
Direct, Spring 2003, 14 (1) ). (and M. Thompson and R. Roeder)
Learning to Teach the Five-Paragraph Theme (Research in the Teaching of English, 38 (2), November 2003). (and
P. Smagorinsky, L. Thompson, and P.G. Fry)
Early childhood assessment and family literacy.
(In Barbara Hanna Wasik, EDS. Handbook of
Family Literacy. Mahwah, NJ: Lawrence Erlbaum). (and L. Yanoff)
Assessment conversations. (The Reading Teacher, 57(1), 90-92,
Commentary on "The Interactive Strategies approach to reading
intervention" ( Contemporary Educational
Psychology, 27 (4), 636-647, 2002)
Assessment of Literacy Development in Early Childhood
Small Change: A Multilevel Study of the Implementation of
Literature-Based Instruction (Peabody
Journal of Education, 1999). (and
R. Allington, S. Guice, and G. Brooks)
Bakhtin as poetic grammarian and strategic pedagogue. Journal of
Russian and East European Psychology, 42(6), 95-105, 2004.
and the pack: Liminal literacy formations with political teeth. In K.
Leander and M. Sheehy, EDS, Spatializing literacy research and
practice (pp. 161-197), 2004. New York: Peter Lang.
voices: The coarticulation of texts and subjectivities. In N. W.
Shuart-Faris and D. Bloome, EDS, The uses of intertextuality in
classroom and educational research (pp. 197-246), 2004. Greenwich,
CT: Information Age Publishing. (Reprinted with permission from
Linguistics and Education: An International Journal). (and K.
Ingestion, Elimination, Sex, and Song: Trickster as Premodern
Avatar of Postmodern Research Practice. (Qualitative Inquiry, 9 (5), 673-704).
Coordinating reading and writing competencies during early literacy
development. (In J. Hoffman, D. L. Schallert, C. M. Fairbanks,
J. Worthy, and B. Maloch, EDS, Fifty-First Yearbook of the
National Reading Conference (pp. 227-241). Chicago: National Reading
Children’s writing: How textual forms, contextual forces, and
textual politics co-emerge. (In C. Bazerman and P. Prior, EDS, What Writing Does and How It Does It: An
Introduction to Analysis of Text and Textual Practice (pp. 239-277).
Mahwah, NJ: Erlbaum).(and L de la Luna)
Genre Development and Learning: Children Writing Stories, Science
Reports, and Poems (Research in the Teaching of English, 33,
Classroom discourse and the distribution of student engagement
within middle school English classrooms. Paper presented as part
of The Partnership for Literacy: A Study of Professional
Development, Instructional Change, and Student Growth. American
Educational Research Association, San Francisco, April 8, 2006.
Mathematics and Science Teachers’ Experiences with Assessment
as an Instructional Design Process
(Conference Paper, January 2001). (and S.
Stowell, D. Champagne, A. Champagne, S. Sherwood, and O. Ceziturk)
The Unseen Social and Cultural Substance of Written Responses
in Mathematics (Paper,
March 2000). (and A. Champagne and Z.
Multiple Interpretations = More Challenges (Mathematics
Teaching in the Middle School, December 1999)
Just Showing Up: Supporting Early Literacy through Teachers Professional
Communities (Kappan, May
2001). (and Mary Louise Gomez)
Focus on Research: A Conversation with Gloria Ladson-Billings
by Arlette Ingram Willis & Karla C. Lewis (Language
Arts, 75 (1), January 1998).
The Partnership for Literacy: A Study of Professional
Development, Instructional Change and Student Growth
International Reading Association Annual Meeting, 2006. (and A. Applebee)
Developing The Literate Mind (April, 2004).
Succeeding Against the Odds in English (English
Journal, 91(1), 37-42, September 2001).
Beating the Odds: Teaching Middle and High School Students
to Read and Write Well (American
Educational Research Journal, 38 (4), 837-880, Winter 2001).
Turning Obstacles into Opportunity (Harvard
Education Letter, 17 (2), 6-7).
Excellence in English in Middle and High School: How Teachers’
Professional Lives Support Student Achievement (American
Educational Research Journal, 37 (2), 397-439, Summer 2000).
Writing and Reading Relationships: Constructive Tasks (Book
Chapter in Writing: Research/Theory/Practice, R. Indrisano and J. Squires, EDS, International Reading Association, 2000). (and S. Flihan)
Thinking and Doing Literature: An Eight-Year Study (English
Journal, 87, February 1998)
Literacy Acquisition through Literature (Journal of
Adolescent & Adult Literacy, 40 (8), May 1997)
Title I and special education: Support for children who struggle
to read, In Handbook of early literacy research, S.B. Neuman and S.K. Dickinson, EDS, 2001. New York: Guildford.
(and G. Goatley)
Learning to be Literate: A Comparison of Five Urban Early
Childhood Programs, Journal of Educational Psychology, 94 (3), 443-464, 2002. (and C. Lanford and E. Adams)
Teachers’ Use of New Standards, Frameworks, and Assessments:
Local Cases of NYS Elementary Grade Teachers. Reading
Research and Instruction, 41 (2), 127-148, Winter 2002. (and N.
Ward, V. Goatley, and V. Machado)
instruction: What is the relationship? In M. Kamil, P. Mosenthal, P.
D. Pearson, and R. Barr, EDS. Handbook of Reading Research, 3, 891-908, 2000. Mahwah, NJ: Erlbaum.
diversity affect literacy in the next millennium?
Research Quarterly, 35, 550-551, 2000.
scaffolds: Tools for teaching English Language Learners with
computers. Language Learning & Technology,
9 (1), 46-59, January 2005.
novice teachers talking technology: Precepts, concepts, and
misconcepts. Language Learning & Technology. 6, 3, 2002. (and J.
Mossop, S. DiAngelo, and R. Pasquale)
in ESOL classrooms. TESOL Quarterly. 34 (3), 585-592, 2000.
(and J. Mossop)
cognitive flexibility, and electronic texts.
Journal, 23, 2-3, 2000. (and J. Mossop and R. Bates).
with learners of English as a Second Language. Journal of
Educational Computing Research, 22 (3), 265-284, 2000. (and
Questions in time: Investigating the structure and dynamics
of unfolding classroom discourse. Discourse
Processes, 35(2), 135-196, (March-April 2003). (and L. Wu, A. Gamoran, S. Zeiser, and D. Long)
Dialogic Discourse Analysis of Revision in Response Groups. In
Discourse Studies in Composition, E.
Barton and G. Stygall, EDS. Hampton Press, 2001.
Cultural Supports for Empirical Research on Writing, In Semiotics of Writing, P.J. Coppack, EDS. Brepols. Turnhout, Belgium, 2002.
Didactics and Didactisizing. Teaching of Literature at the Institute of Philosophy,
Education, and Religious Studies, University of Southern Denmark-Odense.
Seeing Student Learning, Teacher Change, and the Role
of Reflection, Harvard Educational Review,
Multiple forms of evidence: A longitudinal case study of student
achievement. (Accepted for publication in the National Reading Conference Yearbook). (and V. Goatley)
Literacy Across the Curriculum: A Team Approach to Promoting Critical Thinking (Educator's Voice Vol. III: Adolescents - May 1, 2010). (And David Ackley, Laurie Farina, Monica Judd, and Randy Roeser)
Student Teaching in the Contact Zone: Learning to Teach Amid Multiple Interests in a Vocational English Class (Journal of Teacher Education, 59 (5), November/December 2008). (and Cori Jakubiak and Cynthia Moore)
Student Engagement in the Teaching and Learning of Grammar: A Case Study of an Early Career Secondary English Teacher (Journal of Teacher Education). (and L. Wright, S. M. Augustine, C. O'Donnell-Allen, and B. Konopak)
Praxis Shock: Making the Transition from a Student-Centered
University Program to the Corporate Climate of Schools (English Education,
36 (3), April 2004). (and N. Gibson, S. T. Bickmore, C. P. Moore, and L.
Tensions in Learning to Teach: Accommodation and the Development
of a Teaching Identity. (Journal of Teacher Education.
55 (1), January 2004) (and L.S. Cook, C. Moore, A.Y. Jackson, and P.G. Fry)
Approaching Texts in School (The
Reading Teacher, 56 (1) 54-61, 2002). (and K.
Growth Through English Revisited (English
Journal, 91 (6), July 2002).
Acquiescence, Accommodation, and Resistance in Learning to Teach
within a Prescribed Curriculum (English
Education, 34 (3), April 2002). (and A.
Lakly and T.S. Johnson)
Time to Teach (English
Education, 32 (1), October 1999).
on the Information Superhighway. Journal of the Research Center
for Educational Technology, 1 (1), 2005. (and J.
Bowman, J. Vargas, S., Schweig, and A. Holmes)
learning and Internet searching: The applicability of Corno and
Mandinach’s model of cognitive engagement.
Record, 106 (9), 1804-1824, 2004. (and D. Rogers)
WWW: Making sense on the information superhighway. Journal of
Educational Technology Systems, 27 (2), 95-104, 1998/99.
(and J. Bowman, J. Vargas, S. Schweig, and A. Holmes)
Nonprint Media and Technology Literacy Standards for Assessing
Technology Integration (Journal
of Educational Computing Research, 23 (1), 85-100, 2000).
Accountability and testing. In B. Guzetti, EDS, Literacy in
America: An Encyclopedia (pp. 5-8). New York: ABC Publishers.
Literacy policy and policy research that makes a difference. (In
J. Hoffman, D. Schallert, C. Fairbanks, J.Worthy, and B. Malock, EDS. Fiftieth Yearbook of the National Reading Conference
(pp.21-43). Chicago: National Reading Conference). (and K.K. Wixson)
I didn’t do nothin’: The discursive construction of
school suspension (Urban Education, 34 (2), 87-111, 2002). (and K.M. Cole)
The Interactive Strategies approach to reading intervention (
Contemporary Educational Psychology, 27(4), 573-635, 2002). (and
IQ Scores Do Not Differentiate between Difficult-to-Remediate
and Readily-Remediated Poor Readers: More Evidence against the
IQ Achievement Discrepancy Definition of Reading Disability (Journal
of Learning Disabilities, 73 (3-4), 81-103, 1996). (and
The Case for Early Intervention in Diagnosing Specific Reading
Disability (Journal of School Psychology, 1996). (and D.
Scanlon, M. Tanzman)
A Comparison of the Instructional Backgrounds and Cognitive
Profiles of Poor, Average, and Good Readers Who Were Initially
Identified as At-Risk for Reading Failure (Scientific
Studies of Reading, 1(3), 191-215, 1996). (and D.
Prerequisite Skills, Early Instruction, and Success in First-Grade
Reading: Selected Results from a Longitudinal Study (Mental
Retardation and Developmental Disabilities Research Reviews, 2, 54-63, 1996). (and D. Scanlon)
Cognitive Profiles of Difficult-to-Remediate and Readily Remediated
Poor Readers: Early Intervention as a Vehicle for Distinguishing
Between Cognitive and Experiential Deficits as Basic Causes of
Specific Reading Disability (Journal
of Educational Psychology, 88 (4), 601-638, 1996). (and D. Scanlon)
Modes of Meaning in High School Science (Applied
Linguistics, 23(3), 348-372, September 2002). (and
H. Thi Nguyen)
Jackie Chan Drinks Mountain Dew: Constructing Cultural Models of
Citizenship. In L. Harklau and J. Zuengler (Eds.), Special Issue on
“Popular Culture and Classroom Language Learning,” Linguistics and Education, 14 (3-4), 277-304, 2003.
Microanalysis of classroom discourse: A critical consideration
of method. (Applied Linguistics, 23(3), 283-288, September 2002).
(and J. Mori)