Learning to Read: Lessons from Exemplary First-Grade Classrooms

By Michael Pressley. 2001

195 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/ec33b6735ab9fc9c3ca560e87b4095880d73b4f4

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Citations in the corpus

What I've Learned about Effective Reading Instruction (2002, background): “S.(2) These teachers were selected primarily from schools that enrolled substantial numbers of poor children and schools that reflected the racial, ethnic, and linguistic diversity of the nation.”
Promoting professional inquiry for improved outcomes for students in New Zealand (2009, background): “Effective teaching requires responsiveness to students’ learning needs (Allington et al., 2002; Pressley et al., 2001).”
Intensive Mentoring as a Way to Help Beginning Teachers Develop Balanced Instruction (2009, background): “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).”
Mentoring beginning primary teachers for exemplary teaching practices (2008, methodology): “The Classroom AIMS Instrument was developed using the effective teaching literature (Pressley et al., 2003). The categories of Atmosphere, Instruction/content, and Management practices have subscales, which are described in Table 2. Roehrig et al. (2003) conducted a validation of the AIMS instrument”
Early Primary Literacy Instruction in Kenya (2011, background): “Literacy Instruction The effectiveness of educators while teaching reading varies (Pressley et al. 2001; Stuhlman and Pianta 2009), but students do best when literacy skills are taught in systematic, explicit, and appropriate ways (Snow et al. 1998).”