A Study of Effective First-Grade Literacy Instruction

By M. Pressley, Ruth Wharton-McDonald, R. Allington, Cathy Collins Block, L. Morrow, Diane H. Tracey, Kim Baker, G. Brooks, John Cronin, E. Nelson and 1 more. 2001

320 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/3cfd5f48442de380bb55610de48650183e96dba9

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Scaffolding in Teacher–Student Interaction: A Decade of Research (2010, unknown): “, Mertzman 2008), or ‘effective’ or ‘high scope’ teachers (Pressley et al. 2001; Wharton-McDonald et al. 1998), were another common result of the descriptive studies.”
Teaching Spelling and Composition Alone and Together: Implications for the Simple View of Writing (2002, result): “This observation is consistent with research on effective teaching of writing in first-grade classrooms that was associated with teaching both mechanics (handwriting and spelling) and higher order composition processes (Pressley et al., 2001).”
Early Adjustment, Gender Differences, and Classroom Organizational Climate in First Grade (2009, background): “This claim is bolstered by research indicating that classrooms emphasizing organization have students who demonstrate self-regulation, spend more time in independent work, and achieve at higher levels on standardized tests of reading compared to those in classrooms where organization is not a priori”
Intensive Mentoring as a Way to Help Beginning Teachers Develop Balanced Instruction (2009, background): “…studies characterized three components of effective balanced instruction specifically in literacy (e.g., Dolezal, Welsh, Pressley, & Vincent, 2003; Pressley et al., 2001; Pressley, Allington, Wharton-McDonald, Block, & Morrow, 2001; WhartonMcDonald, Pressley, & Hampston, 1998), which we have…”
Examining the Relationship between Literacy Coaching and Student Reading Gains in Grades K–3 (2011, background): “For example, researchers found that first-grade students with the lowest reading abilities who were taught by exemplary teachers scored as well as their peers with average reading abilities who were taught by less skilled teachers (Pressley et al., 2001).”
Literacy as a Unidimensional Multilevel Construct: Validation, Sources of Influence, and Implications in a Longitudinal Study in Grades 1 to 4 (2005, background): “Descriptive studies of “best practices” have delineated how effective teachers differentiate and scaffold instruction and promote students’self-regulation (e.g., Pressley et al., 2001).”
The ISI Classroom Observation System: Examining the Literacy Instruction Provided to Individual Students (2009, background): “…schools and classrooms, but rare in ineffective schools and classrooms (e.g., National Institute of Child Health and Human Development Early Child Care Research Network [NICHD ECCRN], 2002; Pressley et al., 2001; Taylor, Pearson, Clark, & Walpole, 2000; WhartonMcDonald, Pressley, & Hampston, 1998).”
Kindergarten Classroom Quality, Behavioral Engagement, and Reading Achievement (2009, background): “Two recent studies have shown that clear activity organization contributes positively to classroom time spent working independently and individual children’s literacy achievement (Cameron, Connor, & Morrison, 2005; Cameron, Connor, Morrison, & Jewkes, 2008; Pressley et al., 2001).”
Predicting Reading Comprehension in Early Elementary School: The Independent Contributions of Oral Language and Decoding Skills (2009, background): “, understanding of spoken words) and narrative comprehension (e.g., Lonigan, Burgess, & Anthony, 2000; Pressley et al., 2001; see also the influential “simple view of reading,” Gough & Tunmer, 1986; Hoover & Gough, 1990; Tunmer & Hoover, 1992).”
Instruction, Student Engagement, and Reading Skill Growth in Reading First Classrooms (2009, background): “…& Morrison, 2006a; Connor, Morrison, Fishman et al., 2007; Connor, Morrison, & Katch, 2004; Connor, Morrison, & Slominski, 2006; Foorman et al., 1998; Juel & Minden-Cupp, 2000) and with the effective schools litera- ture (Pressley et al., 2001; Taylor et al., 2000; Wharton-McDonald et al., 1998).”
Reading Growth in High-Poverty Classrooms: The Influence of Teacher Practices That Encourage Cognitive Engagement in Literacy Learning (2003, background): “his or her students, is also implicated as an important instructional variable in the research on effective teaching (e.g., Duffy et al., 1987; Pressley et al., 2001; Taylor et al., 2000).”