Reading Growth in High-Poverty Classrooms: The Influence of Teacher Practices That Encourage Cognitive Engagement in Literacy Learning

By B. M. Taylor, P. David Pearson, Debra S. Peterson, Michael C. Rodriguez. The Elementary school journal, 2003

363 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/90f9138f8e24ab204b95544689033850dbc5b23a

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Professional Development and Instructional Practice: Conceptions and Evidence of Effectiveness (2009, methodology): “The observation instrument, adapted from that developed by Taylor, Pearson, Peterson, and Rodriguez ( 2003 ), called for observers to code instruction along seven dimensions every 5 min.”
Conceptualization, Measurement, and Improvement of Classroom Processes: Standardized Observation Can Leverage Capacity (2009, background): “Teachers who use strategies that focus students on higher order thinking skills; give consistent, timely, and process-oriented feedback; and work to extend students’ language skills tend to have students who make greater achievement gains (Hamre & Pianta, 2005; Justice, Meier, & Walpole, 2005; Meeha”
What the Discourse Tells Us: Talk and Indicators of High-Level Comprehension. (2008, neutral): “…and shared knowledge) (Allington & Johnston, 2002; Applebee et al., 2003; Bloome, Carter, Christian, Otto, & Shuart-Faris, 2005; Edwards &Mercer, 1987; Taylor et al., 2003); students’ elaborated explanations (Chinn et al., 2000; Webb, 1980, 1991); and students’ exploratory talk (Mercer, 1995,…”
Essential Elements of Fostering and Teaching Reading Comprehension (2011, neutral): “…students (Murphy, et al., 2009); a less consistent, although generally robust, finding is that discussion also promotes higher levels of reading comprehension (e.g., Applebee, Langer, Nystrand, & Gamoran, 2003; Bitter, O’Day, Gubbins, & Socias, 2009; McKeown et al., 2009; Taylor et al., 2003).”
Contributions of Concept-Oriented Reading Instruction to Knowledge About Interventions for Motivations in Reading (2007, background): “Further, in their observational study, Taylor, Pearson, Peterson, and Rodriguez (2003) found that the strongest correlate of reading achievement was high-level teacher questioning that embedded emphasis on story theme, student choices, collaborative activity, and strategy instruction (predicting).”
Student Thought and Classroom Language: Examining the Mechanisms of Change in Dialogic Teaching (2013, background): “Studies also reveal that dialogic inquiry is prompted by and supported through the use of open-ended questions (Beck et al., 1996; Billings & Fitzgerald, 2002; Mercer & Littleton, 2007; Nystrand, 1997; Soter et al., 2008; Taylor et al., 2003).”
The Effects of Differentiated Instruction and Enrichment Pedagogy on Reading Achievement in Five Elementary Schools (2011, background): “As part of these oral shared readalouds, teachers provided scaffolded instruction through modeling and discussion, focusing on demonstrating reading strategies and self-regulation skills, such as those advocated in a more recently recommended type of scaffolded silent reading (Reutzel, Hollingsworth”
Measure for Measure: The Relationship between Measures of Instructional Practice in Middle School English Language Arts and Teachers’ Value-Added Scores (2013, background): “The Classroom Discourse element grows out of research on the nature of productive discourse that can promote learning in the classroom (Nystrand 1997; Nystrand and Gamoran 1991; Taylor et al. 2003).”