Research on schools that beat the odds in reading
instruction (sorted by
date):
Taylor, B. M., Pearson, P. D., Clark, K., & Walpole,
S. (2000). Effective schools and accomplished teachers: Lessons
about primary grade reading instruction in low-income schools.
Elementary School Journal, 101(2), 121-166.
Taylor, B.M., Pressley, M.P., & Pearson,
P.D. (2000). Research-supported characteristics of teachers
and schools that promote reading achievement. Washington,
D.C.: National Education Association, Reading Matters Research
Report. (Reprinted in In B. M.Taylor & P. D. Pearson.
(Eds.) (2002). Teaching reading: Effective Schools,
accomplished teachers. Mahwah NJ: Lawrence Erlbaum.)
Taylor, B.M., Pearson, P.D., Clark, K., & Walpole,
S. (2000). Effective schools and accomplished teachers: Lessons
about primary-grade
reading instruction
in low-income schools. Elementary
School Journal, 101(2),
121-165. (Reprinted
in In B. M.Taylor & P.
D. Pearson. [Eds.]
[2002]. Teaching reading: Effective
Schools, accomplished
teachers. Mahwah, NJ: Lawrence
Erlbaum.-see below)
Taylor, B.M., & Pearson, P.D. (2001). The
CIERA School Change
Project: Translating research on
effective reading instruction
and school reform into practice in high-poverty elementary
schools. In C. Roller (Ed.),
Learning
to teach reading: Setting
the research agenda (pp.
180-189). Newark DE: International Reading
Association.
Taylor, B.M., Pearson, P.D., Peterson, D., and
Rodriguez, M.C. (2002) Looking inside classrooms: Reflecting
on the "how" as well as the "what" in
effective reading instruction. The Reading Teacher. 56
(3), 270-279. (In P. Shannon and J. Edmondson (Eds.), Reading
Education Policy: A
Collection of Articles From the International Reading Association International Reading Association).
Taylor, B.M., & Pearson, P.D. (Eds.) Teaching
Reading: Effective Schools, Accomplished Teachers. (pp.
217-236) Mahwah NJ: Lawrence Erlbaum (2002).
Taylor, B. M., Pearson, P. D., Peterson, D.
S., & Rodriguez, M. C. (2003). Reading growth in
high-poverty classrooms: The
influence of
teacher practices that encourage cognitive engagement
in literacy learning. Elementary School Journal. 104,
3-28.
Taylor, B.M., Frye, B.J. Peterson, D.S., & Pearson, P.D.
(2003). Steps for School-Wide Reading Improvement. Washington,
DS: National Education Association.
Taylor, B.M., Pearson, P.D., Peterson, D.S., & Rodriguez,
M.C. (2003). Reading
growth in high-poverty
classrooms: The
influence of teacher
practices that encourage
cognitive engagement in literacy learning. Elementary
School Journal, 104 (1), 3-28.
Taylor, B.M., & Pearson, P.D. (2004). Research
on learning to read-at school, at home, and in the community. Elementary
School Journal. 105 (2), 168-181
Taylor, B.M., & Pearson, P.D. (2005). Using
study groups and reading assessment data to improve reading
instruction within a school. In S. Paris, & S. A.
Stahl,. (Eds.), Children's reading comprehension and
assessment (pp 237-255). Mahwah, NJ: Erlbaum.
Taylor, B.M., Pearson,
P.D., Peterson, D.,
and Rodriguez, M.C. (2005) Looking
inside classrooms: Reflecting on the "how" as
well as the "what" in effective reading instruction, A
reprint of Taylor, B.M., Pearson, P.D., Peterson, D., and
Rodriguez, M.C. (2002).
Taylor, B.M., Peterson, D.P., Pearson, P.D., & Rodriguez,
M.C. (2005). The
CIERA School Change Framework: An Evidenced-Based approach
to Professional Development and School Reading Improvement. Reading
Research Quarterly. 40(1), 40-69.
Pearson, P. D., Taylor, B.M., & Tam, A. (2005). Effective
professional development
for improving literacy instruction.
In R. Indrisano, & J. R. Paratore (Eds). Learning
to write, writing to learn: Research and theory in practice. Newark,
DE: International Reading Association.
