Beginning Reading Instruction in Urban Schools: The Curriculum Gap Ensures a Continuing Achievement Gap

By William H. Teale, Kathleen A. Paciga, J. Hoffman. 2007

94 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/e4430bb351b8fbe8770eac88fe25ab1047010f87

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. Nell K. Duke
2. Stephanie L. Strachan
3. S. Konstantopoulos

In Education

1. Stephanie L. Strachan
2. A. Halvorsen
3. Nell K. Duke
4. S. Konstantopoulos

In Statistics and Probability

1. Nell K. Duke
2. S. Konstantopoulos
3. Mike W.-L. Cheung
4. Elizabeth Tipton
5. E. Tanner‐Smith
6. Johannes Knoll
7. Jörg Matthes

Citations in the corpus

• Overly Scripted: Exploring the Impact of a Scripted Literacy Curriculum on a Preschool Teacher's Instructional Practices in Mathematics (2012, background): “Although many literacy educators have written strong critiques and have studied the impact of programmed and scripted curricula (such as Language for Learning ) on students' short-term and long-term literacy learning (eg, Allington, 2005; Schweinhart & Weikart, 1997 ; Teale, Paciga, & Hoffman, 20”
• 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): “Teale et al. (2007) argue that there is a literacy curriculum gap by SES such that students in low-SES settings experience more emphasis on basic reading and math skills and less attention to content building, conceptual understanding, comprehension, and writing.”