Publications & Downloads

RESEARCH STUDY REPORTS

Designing at the Crossroads of NGSS and CCSS

Text-based Investigations for Evidence-based Argumentation in Science

In this presentation to the National Research Council, Cynthia Greenleaf and Susan R. Goldman report on work with secondary teachers designing and implementing text-based science investigations to support students’ evidence-based argumentation, and, they argue, students’ increased reading engagement and competence. They offer a detailed example of one such investigation, developed as part of Project READI (Reading, Evidence, and Argumentation in Disciplinary Instruction), a project of the Reading for Understanding Initiative funded by the Institute for Education Sciences, U.S. Department of Education.

Read the related report: READI for Science: Promoting Scientific Literacy Practices through Text-based Investigations for Middle and High School Science Teachers and Students

  • Presenter: Cynthia Greenleaf, Susan R. Goldman
  • Venue: National Research Council Workshop on Literacy for Science
  • Date: December 9, 2013
  • Location: Washington, DC

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Enriching Science Instruction for Urban Youth

Project READI Iterative Design of Evidence-Based Argument Instruction Modules and Collaborative Design Research

This presentation by Cynthia Greenleaf at the American Educational Research Association annual conference (San Francisco, April 28, 2013) was part of a symposium describing the curriculum design work of Project READI (Reading, Evidence, and Argumentation in Disciplinary Instruction) in three disciplines, grades 6–12: literature, science, and history.

  • Presenter: Cynthia Greenleaf
  • Venue: American Educational Research Association annual meeting
  • Date: April 28, 2013
  • Location: San Francisco, CA

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Evidence-Based Argumentation as a Scaffolding for Advanced Reading Comprehension

This presentation by Cindy Litman to the Literacy Research Association, November 28, 2012, reports research from Project READI (Reading, Evidence, and Argumentation in Disciplinary Instruction) suggesting that interactive argumentation that takes the form of negotiating meaning about text, rather than as formal argument, is a rich context for argumentation inquiry and one that can potentially support all students to achieve high levels of academic literacy.

Read the related report: Evidence-Based Argumentation as a Scaffolding for Advanced Reading Comprehension

  • Presenter: Cindy Litman
  • Venue: Literacy Research Association Conference
  • Date: November 28, 2012
  • Location: San Diego, CA

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Crossing Borders, Blurring Boundaries

What Teachers Learn as Design Partners for Disciplinary Argumentation

This presentation by Irisa Charney-Sirott about Project READI (Reading, Evidence, and Argumentation in Disciplinary Instruction) (Literacy Research Association, November 28, 2012, San Diego), describes research about teacher growth that was supported by engaging teachers in an R&D partnership that honored and drew on their expertise. As teachers themselves inquired deeply into discipline-based argumentation, they came to see argumentation as a process rather than a product, and they identified promising practices for using evidence-based argumentation to build deeper reading comprehension among a varied student population.

  • Presenter: Irisa Charney-Sirott
  • Venue: Literacy Research Association Conference
  • Date: November 28, 2012
  • Location: San Diego, CA

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Integrating Literacy and Science Instruction in High School Biology

Impact on Teacher Practice, Student Engagement, and Student Achievement

At the annual International Reading Association conference, findings from an external evaluation of a randomized controlled trial of Reading Apprenticeship teacher professional development are reported by Cynthia Greenleaf and Thomas Hanson, members of the WestEd research team who contributed to the research design of the NSF-funded study. Teachers were found to change their instruction in ways hypothesized and students made significant gains on standardized tests in biology, reading comprehension, and English language arts, among other measures.

  • Presenter: Cynthia Greenleaf, Thomas Hanson
  • Venue: International Reading Association annual conference
  • Date: April 25-29, 2010
  • Location: Chicago, IL

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