ERIC Number: EJ766315
Record Type: Journal
Publication Date: 2007-May
Pages: 20
Abstractor: Author
ISBN: N/A
ISSN: ISSN-0022-0663
EISSN: N/A
How Does Bennett Woods Elementary School Produce Such High Reading and Writing Achievement?
Pressley, Michael; Mohan, Lindsey; Raphael, Lisa M.; Fingeret, Lauren
Journal of Educational Psychology, v99 n2 p221-240 May 2007
The authors developed a grounded theory about how a school serving relatively advantaged children produces high reading and writing achievement compared with schools serving similar populations of students. The school's faculty is reading and writing focused, and students experience many books as they receive explicit, demanding instruction (i.e., about how to read words, comprehend, write) connected to content learning. The school offers a positive, motivating environment. In sum, many elements that potentially supported achievement were identified, including explicit teaching of skills in the context of much reading, writing, and content learning, which is consistent with balanced perspectives on reading and writing development. A major hypothesis in the grounded theory is that even with relatively advantaged populations, great efforts may be required to produce high reading and writing achievement.
Descriptors: Writing (Composition), Reading Achievement, Writing Achievement, High Achievement, Reading Instruction, Advantaged, Educational Theories, Elementary School Students, Educational Environment, Student Motivation
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A