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| Reading Teacher | 1 |
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| Pearson, P. David | 2 |
| Taylor, Barbara M. | 2 |
| Clark, Kathleen F. | 1 |
| Hiebert, Elfrieda H. | 1 |
| Paris, Scott G. | 1 |
| Richardson, Virginia | 1 |
| Walpole, Sharon | 1 |
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| Guides - Classroom - Teacher | 1 |
| Journal Articles | 1 |
| Reports - Research | 1 |
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| Practitioners | 1 |
| Teachers | 1 |
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Download full textHiebert, 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
Peer reviewedTaylor, Barbara M.; Pearson, P. David; Clark, Kathleen F.; Walpole, Sharon – Reading Teacher, 1999
Finds the most effective schools and teachers to be distinguished from moderately and less effective schools by the following: time spent in small-group reading instruction, with much teacher collaboration; coaching children in strategies to figure out unknown words as part of phonics instruction; higher-level comprehension questions; more…
Descriptors: Grade 1, Grade 2, Instructional Effectiveness, Parent School Relationship
