ERIC Number: EJ677418
Record Type: Journal
Publication Date: 2003
Reference Count: N/A
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)
Descriptors: Classroom Techniques, Elementary Education, Elementary School Students, Elementary School Teachers, Low Income Groups, Reading Achievement, Reading Comprehension, Reading Fluency, Reading Improvement, Reading Instruction, Teacher Effectiveness, Teacher Student Relationship, Writing Skills
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
IES Cited: ED512029