Effective Schools and Accomplished Teachers: Lessons about Primary-Grade Reading Instruction in Low-Income Schools

By B. M. Taylor, P. David Pearson, K. Clark, S. Walpole. The Elementary school journal, 2000

467 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/9399aea4a9323fd67b654e27b1e5163373791999

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Effective Beginning Reading Instruction (2002, unknown): “In summary, Taylor et al. (2000) used classroom data to develop an understanding of schools with high literacy achievement.”
Putting PjBL to the Test: The Impact of Project-Based Learning on Second Graders’ Social Studies and Literacy Learning and Motivation in Low-SES School Settings (2020, background): “…to experience higher ordering questioning or discussion, to read or write extended text, to make choices in their reading, to exert a high degree of authorship in their writing, or to write for an audience other than the teacher (e.g., Anyon, 1981; Billman, 2008; Taylor et al., 2000; Turner, 2005).”
Self-Regulation through Transactional Strategies Instruction (2007, background): “Perhaps that accounts, in part, for the fact that comprehension strategies are not being taught in schools extensively (Pressley, Wharton-McDonald, Mistretta, & Echevarria, 1998 ; Taylor, Pearson, Clark, & Walpole, 2000 ).”
A Validation of the Classroom Assessment Scoring System in Finnish Kindergartens (2010, background): “High instructional quality has been found to be associated with students' classroom engagement ( Bogner et al, 2002 ; Dolezal et al, 2003 ; Downer, Rimm-Kaufman, & Pianta, 2007 ; NICHD ECCRN, 2005; Wharton-McDonald et al, 1998 ), their academic outcomes ( Hamre & Pianta, 2005 ; Howes et al, 2008”
Teacher qualifications, classroom practices, family characteristics, and preschool experience: Complex effects on first graders' vocabulary and early reading outcomes. (2005, background): “Research shows, that these schools have a greater proportion of highly accomplished teachers who spend substantial amounts of instructional time in content areas, who interact with their children in warm and responsive ways, and who provide classroom environments that are observably high-quality (Ta”
Systematic Sorting (2013, background): “teachers, tracking, achievement, power, inequality The literature on effective schools emphasizes the importance of a quality teaching force in improving educational outcomes for students (Brewer 1993; Mortimore 1993; Sammons, Hillman, and Mortimore 1995; Taylor et al. 2000).”
The Contexts of Comprehension: The Information Book Read Aloud, Comprehension Acquisition, and Comprehension Instruction in a First-Grade Classroom (2001, background): “We agree with Taylor et al. (2000) that "there is no single quick answer to the question of how best to reshape a school's reading program and the repertoire of instructional practices teachers employ in the quest to help all children read well" (p. 161).”
Role of reading engagement in mediating effects of reading comprehension instruction on reading outcomes (2008, background): “In a correlational study, Taylor, Pearson, Clark, and Walpole (2000) showed that in high-achieving, high-poverty schools, the teaching practice of asking high-level questions correlated with students’ levels of active learning and with reading comprehension.”
Educators' Use of Cognitively Challenging Questions in Economically Disadvantaged Preschool Classroom Contexts (2008, background): “An abundance of research supports the need for preschool teachers and other early childhood educators to be involved in continual professional development addressing language and literacy instruction ( Anders, Hoffman, & Duffy, 2000 ; Snow, Burns, & Griffin, 1998 ; Taylor, Pearson, Clark, & Walpol”
Beyond the Reading Wars: Exploring the Effect of Child-Instruction Interactions on Growth in Early Reading (2004, methodology): “There is also appreciable variability in amount and type of language arts instruction provided to children across classrooms (Juel & Minden-Cupp, 2000; Taylor et al., 2000; Wharton-McDonald, Pressley, & Hampston, 1998).”
Reading Growth in High-Poverty Classrooms: The Influence of Teacher Practices That Encourage Cognitive Engagement in Literacy Learning (2003, background): “For example, the research on higher-level talk about text (Knapp, 1995; Taylor, Peterson, Pearson, & Rodriguez, 2002; Taylor et al., 2000) and use of reading strategies (Guthrie et al.”