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The CIERA School Change Framework: An Evidence-based Approach to Professional Development and School Reading Improvement
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Taylor, Barbara M.; Pearson, P. David; Peterson, Debra S.; Rodriguez, Michael C. – Reading Research Quarterly, 2005
The purpose of this naturalistic experiment was to discover the operative elements of an evidence-based reform effort that accounted for growth in student achievement. The reform was implemented in 13 schools around the United States over the course of two years. The authors studied the impact of both school-level programmatic elements and…
Descriptors: Teaching Methods, Reading Improvement, Reading Instruction, Reading Comprehension
Reading Growth in High-Poverty Classrooms: The Influence of Teacher Practices that Encourage Cognitive Engagement in Literacy Learning.
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Taylor, Barbara M.; Pearson, P. David; Peterson, Debra S.; Rodriguez, Michael C. – Elementary School Journal, 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…
Descriptors: Classroom Techniques, Elementary Education, Elementary School Students, Elementary School Teachers
Looking Inside Classrooms: Reflecting on the "How" as Well as the "What" in Effective Reading Instruction.
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Taylor, Barbara M.; Peterson, Debra S.; Pearson, P. David; Rodriguez, Michael C. – Reading Teacher, 2002
Studies classroom practices to identify those that were most useful for improving students' reading ability. Describes the teacher practices observed in the classrooms, particularly those that are derived from the research of the last four decades. Examines the relationship between teachers' practices and students' growth in reading achievement.…
Descriptors: Elementary Education, Instructional Effectiveness, Literacy, Reading Ability