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ERIC Number: EJ677418
Record Type: Journal
Publication Date: 2003
Pages: N/A
Abstractor: N/A
Reference Count: N/A
ISSN: ISSN-0013-5984
Reading Growth in High-Poverty Classrooms: The Influence of Teacher Practices that Encourage Cognitive Engagement in Literacy Learning.
Taylor, Barbara M.; Pearson, P. David; Peterson, Debra S.; Rodriguez, Michael C.
Elementary School Journal, v104 n1 p3-28 Sep 2003
Effects of reading instruction maximizing students' cognitive engagement on Grade 1 to 5 reading achievement were examined over a school year for students in 9 high-poverty schools. Hierarchical linear modeling showed that several teaching variables explained substantial variation in reading achievement growth. The most consistent finding was that teachers who emphasized higher-order thinking either through questions they asked or tasks they assigned promoted greater reading growth among target students. (Author/KB)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Cited: ED512029