Effective Schools and Accomplished Teachers: Lessons about Primary-Grade Reading Instruction in Low-Income Schools.

Taylor, Barbara M.; Pearson, P. David; Clark, Kathleen; Walpole, Sharon

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Peer reviewed

ERIC Number: EJ620330

Record Type: CIJE

Publication Date: 2000

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0013-5984

EISSN: N/A

Effective Schools and Accomplished Teachers: Lessons about Primary-Grade Reading Instruction in Low-Income Schools.

Taylor, Barbara M.; Pearson, P. David; Clark, Kathleen; Walpole, Sharon

Elementary School Journal, v101 n2 p121-65 Nov 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 communication, and phonics instruction. (JPB)

Descriptors: Elementary School Teachers, Low Income, Parent School Relationship, Phonics, Primary Education, Reading Achievement, Reading Instruction, School Effectiveness, Teacher Effectiveness

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

IES Cited: ED512029