Looking inside classrooms: Reflecting on the “how” as well as the “what” in effective reading instruction.

By B. M. Taylor, Debra S. Peterson, P. David Pearson, Michael C. Rodriguez. 2002

164 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/c6361c8fd58a0cf67ee2442f0367b711dd7f41c6

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Panayiota Kendeou
2. P. W. van den Broek
3. Julie S. Lynch
4. M. White
5. W. Nichols
6. M. Ness
7. E. Lorch
8. W. Rupley

In Education

1. P. W. van den Broek
2. Julie S. Lynch
3. M. White
4. W. Nichols
5. M. Ness
6. Panayiota Kendeou
7. E. Lorch
8. W. Rupley

Citations in the corpus

• The Development of Narrative Comprehension and Its Relation to Other Early Reading Skills (2008, background): “However, despite the acknowledgement that comprehension instruction is an important part of a complete and balanced reading program ( National Reading Panel, 2000 ), the antecedents of reading comprehension have often been overlooked in studies of early literacy development ( Cain, Oakhill, & Bryant”
• Explicit Reading Comprehension Instruction in Elementary Classrooms: Teacher Use of Reading Comprehension Strategies (2011, methodology): “This list was developed from various observational data (Pressley, Yokoi, Rankin, Wharton-McDonald, & Mistretta, 1997; Taylor et al., 2002).”
• Effective Reading Instruction for Struggling Readers: The Role of Direct/Explicit Teaching (2009, background): “Successful teachers, teachers whose students consistently outperform their peers, rely on instructional flexibility so they can provide explicit instruction to struggling learners who need the additional modeling and support (Villaume & Brabham, 2003 ).”