Linda Friedrich

Overview

Linda Friedrich is a national expert in literacy, with an emphasis on evidence-based practices for teaching writing, adolescent reading, and professional learning. She leads research, evaluation, technical assistance, and professional learning projects that focus on improving literacy learning, teaching, and policy.  

Friedrich leads the Reading Apprenticeship team, which facilitates professional learning on disciplinary literacy for secondary and college educators. Reading Apprenticeship has been the subject of multiple research studies that have found positive outcomes for students and teachers. Friedrich co-leads the evaluation of the Colorado READ Act, which examines the implementation and impact of Colorado’s K–3 reading policy. She works closely with the Oregon Department of Education to develop their Adolescent Literacy Framework. Through REL Pacific, she is leading the creation of a toolkit to support implementation of the What Works Clearinghouse Practice Guide: Teaching Secondary School Students to Write Effectively in middle schools. 

Prior to joining WestEd, Friedrich spent over 16 years at the National Writing Project, where she led a program that focused on teaching middle and high school students to write respectful, evidence-based policy arguments and resulted in improved writing outcomes for students. She also led its formative and summative writing assessment efforts. 

Education

• PhD in administration and policy analysis, Stanford University Graduate School of Education 
• BA in history, Bryn Mawr College 

Select Publications

Krishnan, J., Friedrich, L., Sailors, M., Cole, M. & Howlett, H. (2024). Meaning-based, code-based, and vocabulary-based instruction in middle and high school classrooms: The case for attention to all three. Journal of Adolescent & Adult Literacy, 00, 1–8. https://doi.org/10.1002/jaal.1410

Greenleaf, C., Schoenbach, R., Friedrich, L., Murphy, L., & Hogan, M. (2023). Reading for understanding: How reading apprenticeship improves disciplinary learning in secondary and college classrooms (3rd ed.). Jossey-Bass. 

Friedrich, L., Kareem, B., Lagunoff, R., Tripathy, R., Wisniewski, R., & Naidu, K. (2023, May). Independent evaluation of Colorado READ Act materials: Advisory list of instructional programming. WestEd. 

Friedrich, L. (2019). Setting up the writing classroom. In S. Graham, C. MacArthur, & M. Hebert (Eds.), Best Practices in Writing Instruction (3rd ed.). Guilford Press. 

Graham, S., Bruch, J., Fitzgerald, J., Friedrich, L., Furgeson, J., Greene, K., Kim, J., Lyskawa, J., Olson, C. B., & Smither Wulsin, C. (2016). Teaching secondary students to write effectively (NCEE 2017-4002). National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education. ies.ed.gov/ncee/wwc/Docs/PracticeGuide/508_WWCPG_SecondaryWriting_122719.pdf

Lieberman, A., & Friedrich, L. (2010). How teachers become leaders: Learning from practice and research. Teachers College Press. 

Honors, Awards, and Affiliations

Panelist. What Works Clearinghouse. Practice guide on improving secondary writing skills. (April 2015–October 2016). 

Panelist. Benchmarks for deeper learning on next generation tests: A study of PISA. Reading Literacy Panel. National Center for Research on Evaluation, Standards, and Student Testing (CRESST). (April 2015–February 2016) 

Panelist. Excellence for all ELA alignment panel. National Center for Education and the Economy and National Center for Research on Evaluation, Standards, and Student Testing (CRESST). (July 2013–July 2014). 

Recent Media Appearances

• Here’s how the feds are spending $277M for academic recovery, Education Week, December 05, 2023