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

doi:10.1086/499662

Cited by 272 publications

(232 citation statements)

References 21 publications

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“…Taylor, Pearson, Clark, & Walpole, 1999;Taylor, Pearson, Clark, & Walpole, 2000). They find that such schools are organized to maximize the possibility of small group work.…”

Section: Spend More Time In Small Group Teachingmentioning

confidence: 99%

“…Such features also mark the classrooms of the effective schools in the CIERA studies (e.g. Taylor et al, 1999;Taylor et al, 2000).…”

Section: Spend More Time In Small Group Teachingmentioning

confidence: 99%

“…But the order is democratic rather than autocratic: the shaping of written text takes place within a general atmosphere of tentativeness, negotiation and dialogue (Knapp et al, 1995;Taylor et al, 1999;Taylor et al, 2000).…”

Section: Create More Discursive Conversational and Dialogic Classroomsmentioning

confidence: 99%

“…Studies show not only that effective teachers are marked by the clarity of their explanations, but also that they offer timely and focused feedback and that all this is within the context of a sense of purpose shared with the children (Knapp et al, 1995;Louden et al, 2010;Parr & Limbrick, 2010;Taylor et al, 1999;Taylor et al, 2000).…”

Section: Share the Purposes For Writing And The Criteria Of Success Wmentioning

confidence: 99%

“…These teachers have a stronger focus on meaning and place more importance on children's recognition of the purpose and function of particular literacy activities; they also see all pupils as capable of becoming effective writers (Au, 2005;Block & Pressley, 2000;Block, Oakar, & Hurt, 2002;Parr & Limbrick, 2010;Taylor et al, 2000;Wharton-Mcdonald, Pressley, & Hampston, 1998). The most effective teachers see their pupils as active, thinking, feeling sense-makers and apply their theoretical understanding not just to the class in general, but to particular children.…”

Section: The Actions Of Effective Literacy Teachers Are Founded On Bementioning

confidence: 99%

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What we know about teaching writing

Dombey

2013

Ppej

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Summary. The teaching of reading is the subject of much national and international study and the focus of considerable attention from education administrators and politicians, as well as educators. The teaching of writing receives less attention. Yet it is both complex and an essential part of education. This paper presents an overview of research into the teaching of writing in Anglophone countries from the last 40 years or so. Unlike the teaching of reading, there appears to be little controversy over the most effective approaches: researchers in the US, UK, New Zealand and Australia appear to be in broad agreement about the most effective ways of going about this complex task. While those learning to write in English have to struggle with a particularly opaque orthography, the findings from the studies cited below could also apply to teaching in other languages, particularly those with alphabetic orthographies.

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“…Taylor, Pearson, Clark, & Walpole, 1999;Taylor, Pearson, Clark, & Walpole, 2000). They find that such schools are organized to maximize the possibility of small group work.…”

Section: Spend More Time In Small Group Teachingmentioning

confidence: 99%

“…Such features also mark the classrooms of the effective schools in the CIERA studies (e.g. Taylor et al, 1999;Taylor et al, 2000).…”

Section: Spend More Time In Small Group Teachingmentioning

confidence: 99%

Section: Create More Discursive Conversational and Dialogic Classroomsmentioning

confidence: 99%

Section: Share the Purposes For Writing And The Criteria Of Success Wmentioning

confidence: 99%