Reading to Learn: Lessons from Exemplary Fourth-Grade Classrooms

By R. Allington, P. Johnston. 2002

180 citations recorded by the source corpus.

Subfields: Education, Information Systems

View Paper: https://www.semanticscholar.org/paper/91172358061a9014d228cd04a0b222cb8fd3e681

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In Education

Citations in the corpus

The Impact of Explicit, Self-Regulatory Reading Comprehension Strategy Instruction on the Reading-Specific Self-Efficacy, Attributions, and Affect of Students with Reading Disabilities (2006, background): “No longer is instruction focused on learning to read; emphasis is now placed on reading to learn (Allington & Johnston, 2002).”
What the Discourse Tells Us: Talk and Indicators of High-Level Comprehension. (2008, unknown): “…et al., 2003); teachers’ and students’ use of questions that elicited extra-textual connections (affective, intertextual, and shared knowledge) (Allington & Johnston, 2002; Applebee et al., 2003; Bloome, Carter, Christian, Otto, & Shuart-Faris, 2005; Edwards &Mercer, 1987; Taylor et al.,…”
Intensive Mentoring as a Way to Help Beginning Teachers Develop Balanced Instruction (2009, background): “…117 of classroom practices of teachers who were successful in maintaining high levels of student engagement and instructional improvement gains in diverse students (e.g., Allington & Johnston, 2002; Bogner, Raphael, & Pressley, 2002; Day, Boothroyd, Johnston, & Cedeno, 1999; Pressley et al., 2001).”
Vocabulary: Questions from the classroom (2006, background): “Finally, in their study of 30 exemplary fourth-grade teachers across five states, Allington and Johnston (2002) found that these exceptional teachers treated language itself as a curriculum material, devoting attention to acquiring word meaning and interest in words.”
Principles for literacy assessment (2005, background): “…to which materials are relevant and accessible, and the extent to which classroom discourse is supportive, specific, reflective, nonjudgmental, and values problem solving (Allington & Johnston, 2002; Johnston & Rogers, 2001; Pressley, Allington, Wharton-MacDonald, Collins-Block, & Morrow, 2001).”
Literacy and Language as Learning in Content-Area Classes: A Departure from “Every Teacher a Teacher of Reading” (2005, background): “Effective teachers of content literacy do not rely on a one-size-fitsall text (e.g., Allington & Johnston, 2002), but instead use a multisourced and multileveled collection of texts for learning (Allington, 2002).”
Mentoring beginning primary teachers for exemplary teaching practices (2008, background): “…goal of this study was to explore the potential for improving the quality of beginning teachers’ classroom practices when highly effective teachers (Allington & Johnston, 2002; Pressley, Allington, Wharton-McDonald, Block, & Morrow, 2001) served as mentors in a supplemental mentoring programme.”