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| Elementary School Journal | 1 |
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| Pearson, P. David | 3 |
| Taylor, Barbara M. | 3 |
| Clark, Kathleen | 1 |
| Hiebert, Elfrieda H. | 1 |
| Paris, Scott G. | 1 |
| Richardson, Virginia | 1 |
| Walpole, Sharon | 1 |
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| Journal Articles | 1 |
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Peer reviewedTaylor, Barbara M.; Pearson, P. David; Clark, Kathleen; Walpole, Sharon – Elementary School Journal, 2000
Investigated school and classroom factors related to primary-grade reading achievement in schools with moderate to high numbers of students receiving subsidized lunch. Statistically significant factors included parent-school relationship, systematic assessment, small-group instruction, independent reading, student on-task behavior, strong home…
Descriptors: Elementary School Teachers, Low Income, Parent School Relationship, Phonics
Download full textTaylor, Barbara M.; Pearson, P. David – 2002
This work investigates the relationship between the programmatic and classroom instructional factors of schools and students' reading and writing achievement in 14 high-poverty schools. The study finds that schools which rated higher on a scale of collaborative leadership showed greater student growth in reading fluency and writing. Classroom…
Descriptors: Educational Change, Elementary Education, Instructional Effectiveness, Phonemic Awareness
Hiebert, Elfrieda H.; Pearson, P. David; Taylor, Barbara M.; Richardson, Virginia; Paris, Scott G. – 1998
Extensive research over the past 30 years has established the classroom and home experiences that support independent reading by the end of third grade. This set of eight six-page pamphlets draws on this research in providing teachers with practical suggestions on improving children's reading achievement. It includes practices easily incorporated…
Descriptors: Class Activities, Oral Language, Phonemic Awareness, Phonics
